Faculty Members' Scholarly Learning Across Institutional Types: ASHE Higher Education Report (J-B ASHE Higher Education Report Series (AEHE)) - Softcover
Synopsis
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:
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.
"synopsis" may belong to another edition of this title.
About the Author
Vicki L. Baker, PhD, is a professor of economics and management at Albion College.
Aimee LaPointe Terosky, EdD, is an associate professor of educational leadership at Saint Joseph's University.
Edna Martinez, PhD, is an assistant professor of educational leadership at California State University, San Bernardino.
"About this title" may belong to another edition of this title.
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Faculty Members Scholarly Learning Across Institutional Types, AEHE 43:2 (Paperback)
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ISBN 13: 9781119448143
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Paperback. Condition: new. Paperback. 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 BoyerAs 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 membersA 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 membersA 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. 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. Shipping may be from multiple locations in the US or from the UK, depending on stock availability. Seller Inventory # 9781119448143
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Faculty Members Scholarly Learning Across Institutional Types, AEHE 43:2 (Paperback)
Published by
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ISBN 10: 111944814X
ISBN 13: 9781119448143
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Paperback. Condition: new. Paperback. 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 BoyerAs 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 membersA 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 membersA 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. 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. Shipping may be from our UK warehouse or from our Australian or US warehouses, depending on stock availability. Seller Inventory # 9781119448143
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Faculty Members Scholarly Learning Across Institutional Types, AEHE 43:2 (Paperback)
Published by
John Wiley & Sons Inc, New York, 2017
ISBN 10: 111944814X
ISBN 13: 9781119448143
New
Paperback
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Paperback. Condition: new. Paperback. 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 BoyerAs 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 membersA 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 membersA 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. 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. Shipping may be from our Sydney, NSW warehouse or from our UK or US warehouse, depending on stock availability. Seller Inventory # 9781119448143