Teaching Renewal for Midcareer Faculty: Attending to the Whole Person

Ross, Catherine Sheldrick

doi:10.1002/tia2.20023

Cited by 6 publications

(4 citation statements)

References 9 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Women and faculty of color were disproportionately affected by this lack of clarity (Croom 2017 ; Ward and Wolf-Wendel 2012 ). Additionally, a lack of career-stage resources to support teaching development and disciplinary supports were wanting (Ross 2015 ).…”

Section: S: Barriers Vulnerable Faculty and Interventionsmentioning

confidence: 99%

A Mid-Career Faculty Agenda

Baker¹,

Manning²

2021

Higher Education: Handbook of Theory and Research

View full text Add to dashboard Cite

Described as the “bridge between faculty generations” (Baldwin and Chang, Liberal Education, 92 (4), 28–35, 2006), mid-career faculty members play an important role in colleges and universities. Mid-career faculty members serve as mentors to early career colleagues and occupy critical leadership roles, formal and informal, on their respective campuses (Baker et al. Developing faculty in liberal arts colleges: Aligning individual needs and organizational goals . New Brunswick: Rutgers University Press, 2017a, 2018). Yet, mid-career faculty members often assume these roles with little to no support to be successful in these roles and often to the detriment of their own career advancement (Baker, Lunsford, Pifer; Ward and Wolf-Wendel, Academic motherhood: How faculty manage work and family . New Brunswick: Rutgers University Press, 2012). Despite the importance of mid-career faculty to a thriving academy, there is an opportunity for those tasked with faculty development responsibilities to better understand the experiences of their mid-career faculties, particularly women and other underrepresented academics, and to provide appropriate and adequate career-stage-specific supports. An important question arises: how can colleges and universities better support their mid-career faculty? This chapter presents a meta-synthesis of four decades of research and practice focused on mid-career faculty and offers an agenda moving forward to better serve this faculty population.

show abstract

Section: S: Barriers Vulnerable Faculty and Interventionsmentioning

confidence: 99%

A Mid-Career Faculty Agenda

Baker¹,

Manning²

2021

Higher Education: Handbook of Theory and Research

View full text Add to dashboard Cite

show abstract

“…Igual ha pasado con los programas y políticas institucionales de las diferentes empresas e instituciones (SULLIVAN; BARUCH, 2009), por lo que se augura que los sujetos que se encuentran en la media vida académica están un tanto olvidados. En el ámbito universitario también representa la etapa de la vida menos investigada y menos atendida por los programas y las políticas institucionales correspondientes, pues en las universidades se ha hecho énfasis en el inicio y culminación de las carreras académicas (MIDMAC, 2003, apud BALDWIN;LUNCEFORD;VANDERLINDEN, 2005;ROSS, 2015;WILSON, 2012).…”

Section: La Crisis De La Media Vidaunclassified

Científicos Y Políticos Ii: La Crisis De La Media Vida Académica/Scientific and Political Ii: The Academic Mid Life Crises

Vázquez

2015

Rot.

View full text Add to dashboard Cite

y Campo de la Educación (REDICA) y de la Red Latinoamericana de Estudios Epistemológicos en Política Educativa (RELEPE). Coordinación y participación en proyectos de investigación con financiamiento nacional e internacional Resumen: En el presente documento se discuten algunas conjeturas para la explicación y comprensión de la relación entra investigación y política, particularmente en la participación de investigadores en cargos directivos dentro y fuera del ámbito académico. En un trabajo previo, ese tipo de alternancia o expansión de roles se había explicado otorgando peso a las cuestiones de reputación y experticia científica, la oportunidad con que se establecen los nexos entre investigadores y funcionarios, e incluso a la sincronía entre la emergencia y pertinencia de temas para la agenda pública con el trabajo de algún académico. Ese tipo de fenómeno no sólo se explicaría por las razones mencionadas, pues los académicos buscan otros horizontes fuera del ámbito científico por encontrarse en una etapa de transición o crisis, según se le interprete, que ocurre alrededor de la media vida académica. Esta etapa de la trayectoria laboral es similar a la crisis de la media vida que, de acuerdo con el mito occidental, le ocurre principalmente a los hombres.Palabras clave: Investigadores. Crisis de la media vida. Prácticas científicas. Uso político.______________ * Doctor en Educación por la Universidad de Guadalajara.

show abstract

“…Facilitation of student–faculty pedagogical partnership as a form of ED emphasizes reciprocity and shared responsibility between student and faculty partners in analyzing, affirming, and revising approaches to teaching and learning (Cook‐Sather, Bovill, & Felten, ). Other work contains powerful notions that bear on facilitation broadly, such as facilitating connectedness (Ross, , on a midcareer faculty renewal retreat) and using interdisciplinary lenses such as complexity theory (Hoessler, Godden, & Hoessler, , on facilitated graduate student support), despite a narrower focus on particular programs.…”

Section: Introductionmentioning

confidence: 99%

Balancing Direction and Response: Four Dimensions of Transformative Facilitation in Educational Development

Torosyan

Cook-Sather

2018

To Improve the Academy

View full text Add to dashboard Cite

In this article we present 4 dimensions of transformative facilitation, each conceptualized using the “wisdom of practice” (Weimer, 2006, p. 54) gathered through our experience facilitating educational development and through the experiences posted by participants in a POD Network conference session. Composed of theoretical underpinnings we drew from several bodies of literature and practical applications generated by us and participants during the session, these dimensions include: (a) liminality (context); (b) organization (structures); (c) attitudinal stance (tone); and (d) process. Through their multidirectional interactions with one another, these dimensions aim to transform facilitation as enacted across educational development contexts.

show abstract

Teaching Renewal for Midcareer Faculty: Attending to the Whole Person

Cited by 6 publications

References 9 publications

A Mid-Career Faculty Agenda

A Mid-Career Faculty Agenda

Científicos Y Políticos Ii: La Crisis De La Media Vida Académica/Scientific and Political Ii: The Academic Mid Life Crises

Balancing Direction and Response: Four Dimensions of Transformative Facilitation in Educational Development

Contact Info

Product

Resources

About