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This volume addresses the limitations of an instrumentalperspective on collaboration and explores why stakeholders inhigher education should refocus attention on collaboration as asource of faculty learning. The chapters establish a theoreticalbasis for thinking about faculty learning and then use case studiesto explore this topic in the context of service or outreach,research, and teaching.
Included as well are a meta-analysis of the cases to demonstratewhat they teach about contexts that promote faculty learningand a discussion of the implications of the analysis forhigher education policy and practice, including the evaluation ofcollaboratively produced work. The framework and cases are usefulto an audience of academic leaders committed to faculty developmentand to creating hiring, promotion, and tenure policies that rewardthe full range of scholarly pursuits. They should also proveinstructive to faculty embarking on interdisciplinary teaching,research, or outreach activities.
This is the 102nd issue of the Jossey-Bass quarterly reportseries New Directions for Teaching and Learning.
|1||Learning as professional practice||3|
|2||Faculty work as learning : insights from theories of cognition||13|
|3||Interdisciplinary collaboration and academic work : a case study of a university-community partnership||23|
|4||Insight from multiple disciplinary angles : a case study of an interdisciplinary research team||37|
|5||The challenge of integration in interdisciplinary education||45|
|6||Observations : taking seriously the topic of learning in studies of faculty work and careers||63|
|7||Promoting the effective evaluation of collaboratively produced scholarship : a call to action||85|