Explore an important, yet understudied concept: faculty scholarly learning.
Taking a broad view, this volume explains how scholarly learning is defined and conceptualized by scholars. The authors synthesize the recent literature and organize the findings according to Boyer s four forms of scholarship (discovery, teaching, engagement, and integration). They then offer a counternarrative to faculty scholarly learning and the ways in which it is enacted and supported. Recommendations for developing, supporting, and evaluating faculty scholarly learning are also presented.
This volume answers:
* What does scholarly learning look like at different types of institutions?
* What contexts and/or supports hinder or help faculty members scholarly learning at the different institutional types?
* What challenges are noted in the extant literature on faculty work around further study or better understanding of faculty members scholarly learning across institutional types?
This is the second issue of the 43rd volume of the Jossey-Bass series ASHE Higher Education Report. Each monograph is the definitive analysis of a tough higher education issue, based on thorough research of pertinent literature and institutional experiences. Topics are identified by a national survey. Noted practitioners and scholars are then commissioned to write the reports, with experts providing critical reviews of each manuscript before publication.
关于作者
Vicki L. Baker, Ph D, is a professor of economics and management at Albion College.
Aimee La Pointe Terosky, Ed D, is an associate professor of educational leadership at Saint Joseph’s University.
Edna Martinez, Ph D, is an assistant professor of educational leadership at California State University, San Bernardino.
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