Envisioning the Faculty for the Twenty-First Century - Moving to a Mission-Oriented and Learner-Centered Model

Informationen zum Autor ADRIANNA KEZAR is a professor for higher education at the University of Southern California in Los Angeles, and co-director of the Pullias Center for Higher Education. She is the author of Understanding the New Majority of Non-Tenure-Track Faculty and Embracing Non-Tenure-Track Faculty.  DANIEL MAXEY is a Provost’s Fellow at Santa Clara University in California, and previously served as co-director of the Delphi Project on the Changing Faculty and Student Success.   Klappentext The institution of tenure-once a cornerstone of American colleges and universities-is rapidly eroding. Today, the majority of faculty positions are part-time or limited-term appointments, a radical change that has resulted more from circumstance than from thoughtful planning. As colleges and universities evolve to meet the changing demands of society, how might their leaders design viable alternative faculty models for the future?  Envisioning the Faculty for the Twenty-First Century weighs the concerns of university administrators, professors, adjuncts, and students in order to critically assess emerging faculty models and offer informed policy recommendations. Cognizant of the financial pressures that have led many universities to favor short-term faculty contracts, higher education experts Adrianna Kezar and Daniel Maxey assemble a top-notch roster of contributors to  investigate whether there are ways to modify the existing system or promote new faculty models. They suggest how colleges and universities might rethink their procedures for faculty development, hiring, scheduling, and evaluation in order to maintain a campus environment that still fosters faculty service and student-centered learning.   Even as it asks urgent questions about how to retain the best elements of American higher education, Envisioning the Faculty for the Twenty-First Century also examines the opportunities that systemic changes might create. Ultimately, it provides some starting points for how colleges and universities might best respond to the rapidly evolving needs of an increasingly global society.    Zusammenfassung Weighs the concerns of university administrators! professors! adjuncts! and students in order to critically assess emerging faculty models and offer informed policy recommendations. Cognizant of the financial pressures that have led many universities to favour short-term faculty contracts! contributors investigate whether there are ways to modify the existing system or promote new faculty models. Inhaltsverzeichnis Preface  Acknowledgments  Part IThe Context for a New Faculty Model  Chapter 1The Current Context for Faculty Work in Higher Education: Understanding the Forces Affecting Higher Education and the Changing FacultyDaniel Maxey and Adrianna Kezar  Chapter 2Recognizing the Need for a New Faculty ModelAdrianna Kezar and Daniel Maxey  Part IIIdeas for a New Faculty  Chapter 3An Emerging Consensus about New Faculty Roles: Results of a National Study of Higher Education StakeholdersAdrianna Kezar, Elizabeth Holcombe, and Daniel Maxey  Chapter 4Core Principles for Faculty Models and the Importance of CommunityAnn E. Austin and Andrea G. Trice  Chapter 5The Anatomy and Physiology of Medical School Faculty Career ModelsWilliam T. Mallon  Chapter 6Students Speak About Faculty: What Students Need, What They Want, and What Helps Them SucceedArleen Arnsparger and Joanna Drivalas  Chapter 7Faculty as Learners: The New Faculty Role through the Lens of Faculty DevelopmentMalcolm Brown  Chapter 8More Than a Zero-Sum Game: Shared Work AgreementsKerryAnn O’Meara and Lauren DeCrosta  Chapter 9A New Paradigm for Faculty Work and EvaluationRichard Alan Gillman, Nancy Hensel, and David A. Salomon  Chapter 10Internationalization and Faculty WorkWilliam Plater  Chapter 11The Future of Faculty Work: Academic Freedom and Democratic EngagementR. Eugene Rice  Chapter 12Distinctive Aspirations and Inclinati...

Über den Autor / die Autorin

ADRIANNA KEZAR is a professor for higher education at the University of Southern California in Los Angeles, and co-director of the Pullias Center for Higher Education. She is the author of Understanding the New Majority of Non-Tenure-Track Faculty and Embracing Non-Tenure-Track Faculty. 

 

DANIEL MAXEY is a Provost’s Fellow at Santa Clara University in California, and previously served as co-director of the Delphi Project on the Changing Faculty and Student Success. 

 

Produktdetails

• Autoren: Adrianna (EDT)/ Maxey Kezar, Adrianna Maxey Kezar
• Mitarbeit: Adrianna Kezar (Herausgeber), Daniel Maxey (Herausgeber)
• Verlag: Rutgers University Press
• Sprache: Englisch
• Produktform: Fester Einband
• Erschienen: 30.09.2016
• EAN: 9780813581002
• ISBN: 978-0-8135-8100-2
• Seiten: 240
• Serien: The American Campus; The American Campus
• Thema: Geisteswissenschaften, Kunst, Musik > Pädagogik > Bildungswesen