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

Kezar, Andrianna; Masey, Daniel; eds.
Rutgers University Press, New Brunswick, NJ
LB2335.7.E68 2016
Topics: Changes in Higher Education

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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. (From the Publisher)

Table Of Content:

Part I - The Context for a New Faculty Model
ch. 1 The Current Context for Faculty Work in Higher Education: Understanding the Forces Affecting Higher Education and the Changing Faculty (Daniel Maxey and Adrianna Kezar)
ch. 2 Recognizing the Need for a New Faculty Model (Adrianna Kezar and Daniel Maxey)

Part II - Ideas for a New Faculty
ch. 3 An Emerging Consensus about New Faculty Roles: Results of a National Study of Higher Education Stakeholders (Adrianna Kezar, Elizabeth Holcombe, and Daniel Maxey)
ch. 4 Core Principles for Faculty Models and the Importance of Community (Ann E. Austin and Andrea G. Trice)
ch. 5 The Anatomy and Physiology of Medical School Faculty Career Models (William T. Mallon)
ch. 6 Students Speak About Faculty: What Students Need, What They Want, and What Helps Them Succeed (Arleen Arnsparger and Joanna Drivalas)
ch. 7 Faculty as Learners: The New Faculty Role through the Lens of Faculty Development (Malcolm Brown)
ch. 8 More Than a Zero-Sum Game: Shared Work Agreements (KerryAnn O’Meara and Lauren DeCrosta)
ch. 9 New Paradigm for Faculty Work and Evaluation (Richard Alan Gillman, Nancy Hensel, and David A. Salomon)
ch. 10 Internationalization and Faculty Work (William Plater)
ch. 11 The Future of Faculty Work: Academic Freedom and Democratic Engagement (R. Eugene Rice)
ch. 12 Distinctive Aspirations and Inclinations among Emerging and Early Career Faculty: Seeing the Possibilities (Leslie Gonzalez and Aimee LaPointe Terosky)
ch. 13 Resonant Themes for a Professoriate Reconsidered: Consensus Points to Organize Efforts toward Change (Adrianna Kezar and Daniel Maxey)

About the Contributors
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