Faculty Members’ Scholarly Learning Across Institutional Types

Baker, Vicki L.; Terosky, Aimee LaPointe; Martínez, E.

doi:10.1002/aehe.20118

Cited by 18 publications

(18 citation statements)

References 162 publications

(347 reference statements)

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“…Extensive studies exist on faculty mentoring 3,10,15–17 and online mentoring of graduate students; 18,19 however, research is scarce on online mentoring for academics teaching in higher education. Our study aims to explore online mentoring that supports novice university teachers in their international teaching endeavor at geographically distant institutions.…”

Section: Introductionmentioning

confidence: 99%

Online mentoring for academic practice: strategies, implications, and innovations

Dorner¹,

Misic²,

Rymarenko³

2020

Annals of the New York Academy of Sciences

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Our study explores online international mentoring that supports novice faculty at geographically distant universities. Interview data with 30 mentees were analyzed using an inductive analysis method to describe how online mentoring supports young academics in their development as novice teachers, and to identify how they perceive this transformative experience in their own professional contexts and how an online setting may provide a context for the mentoring experience. Analyses showed that mentees have qualitatively different conceptualizations of the mentoring process, the role of the mentor, and the transformative potential of these professional relationships. A model of transformative experiences was thus created to describe the various cycles through which professional development in an online faculty mentoring program may evolve. Beyond generic implications, the particular dimension of how physical distance impedes mentors' authenticity in mentoring has been identified.

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Section: Introductionmentioning

confidence: 99%

Online mentoring for academic practice: strategies, implications, and innovations

Dorner¹,

Misic²,

Rymarenko³

2020

Annals of the New York Academy of Sciences

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“…A common refrain is that certain institutions value certain types of scholarships. For example, liberal arts colleges value the scholarship of teaching (Baker, Terosky, & Martinez, 2017). However, as stressed by scholars such as Terosky and Gonzales (2016b) and Baker et al (2017), faculty, researchers, and institutional leaders alike must take caution in associating faculty profiles and institution types with specific forms of scholarship.…”

Section: Review Of Related Literaturementioning

confidence: 99%

“…Despite structural and cultural challenges to faculty research, more community college faculty are engaging in research and research-related activities (Baker et al, 2017; Braxton & Lyken-Segosebe, 2015; Morest, 2015; Terosky & Gonzales, 2016a, 2016b). Structural and cultural challenges include average teaching loads of five 3-hour courses per semester (Townsend & Rosser, 2007) and limited infrastructure (Baker et al, 2017; Morest, 2015). In addition, as community college faculty are less likely to hold a doctorate in comparison with their counterparts at 4-year colleges and universities, they are less likely to be trained as researchers (Cohen et al, 2013).…”

Section: Community College Faculty Work and Careersmentioning

confidence: 99%

“…In addition, as community college faculty are less likely to hold a doctorate in comparison with their counterparts at 4-year colleges and universities, they are less likely to be trained as researchers (Cohen et al, 2013). Faculty engagement in research is more evident when we adopt a less constricted view of research to include the various forms of scholarship championed by Boyer (1990), such as the scholarship of teaching and the scholarship of engagement or application (Baker et al, 2017; Braxton & Lyken-Segosebe, 2015; Terosky & Gonzales, 2016a, 2016b; Townsend & Twombly, 2007).…”

Section: Community College Faculty Work and Careersmentioning

confidence: 99%

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“The Rules Change”: Exploring Faculty Experiences and Work Expectations Within a Drifting Community College Context

Martínez

2019

Community College Review

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Objectives: The purpose of this study was to explore the experiences of faculty working within baccalaureate degree–granting community colleges. Method: Data sources included 16 semi-structured interviews, numerous publicly available organizational documents, and participant observations. Results: Analysis revealed three distinct, yet interconnected themes. In light of the institutionalization of baccalaureate degrees, faculty experienced shifting and intensifying work expectations related to service, research, and research-related activities. These shifts exacerbated existing tensions, which in turn led faculty to live with uncertainty in terms of tenure and promotion, the direction of the college, and whether or not they could thrive in a highly contradictory environment. Contributions: This study adds to the literature concerning the community college baccalaureate—a topic of heightened interest. It is essential that we gain a better understanding of the implications of this trend for faculty, which in turn carry implications for students.

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“…Shifting missions and activities of institutions striving to emulate those that are highly ranked have affected the ways in which teachers engage in academic work. The expansion of teacher roles as one of the most important issues facing teachers on their campuses resulted in an intensification of tasks expected of teachers and pressure to keep up with changes in teaching and research directions, to find ways to support a more diversified student body, and uphold increased research productivity (Baker, 2017).…”

Section: Introductionmentioning

confidence: 99%

A Model for Developing an Academic Activity Index for Higher Education Instructors Based on Composite Indicators

Bas

Sierra

2020

Educational Policy

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The assessment of the teacher performance is a subject of criticism due to the lack of a well-establish methodology. This study develops an overall score to measure the dimensions that encompass the academic activities. To that end, a Benefit-of-the-doubt model is proposed. The advantage of this technique is the flexibility in the weights, so that the model selects for each teacher the most favourable set of weights. Furthermore, the paper proposes the barycentric coordinate system as a method to classify the teachers in clusters depending on their contribution to the dimensions. A specific pie chart has been proposed as an efficient way to report the contribution of the teachers to the dimensions and the overall teacher performance.

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Faculty Members’ Scholarly Learning Across Institutional Types

Cited by 18 publications

References 162 publications

Online mentoring for academic practice: strategies, implications, and innovations

Online mentoring for academic practice: strategies, implications, and innovations

“The Rules Change”: Exploring Faculty Experiences and Work Expectations Within a Drifting Community College Context

A Model for Developing an Academic Activity Index for Higher Education Instructors Based on Composite Indicators

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