Faculty Priorities Reconsidered: Rewarding Multiple Forms of Scholarship / Edition 1

Faculty Priorities Reconsidered: Rewarding Multiple Forms of Scholarship / Edition 1

by KerryAnn O'Meara, R. Eugene Rice, Russell Edgerton
     
 

No reform effort in American higher education in the last twenty years has been more important than the attempt to enlarge the dominant understanding of the scholarly work of faculty—what counts as scholarship. Faculty Priorities Reconsidered assesses the impact of this widespread initiative to realign the priorities of the American professoriate with the

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Overview

No reform effort in American higher education in the last twenty years has been more important than the attempt to enlarge the dominant understanding of the scholarly work of faculty—what counts as scholarship. Faculty Priorities Reconsidered assesses the impact of this widespread initiative to realign the priorities of the American professoriate with the essential missions of the nation's colleges and universities: to redefine faculty roles and restructure reward systems.

Faculty Priorities Reconsidered traces the history of the movement to redefine scholarship. It examines the impact of the 1990 landmark report Scholarship Reconsidered: Priorities of the Professoriate from The Carnegie Foundation for the Advancement of Teaching, and the decade-long work of the American Association for Higher Education's Forum on Faculty Roles and Rewards that initiated and sustained much of the work reported on here. The struggles to move beyond narrow definitions of research, to distinguish between scholarly teaching and the scholarship of teaching while acknowledging the importance of both, to encourage faculty engagement in meeting the scholarly needs of the larger civic community, and to recognize the importance of academic synthesis and integration—all elements of a broader understanding of scholarship—are addressed in this book.

In Faculty Priorities Reconsidered the leading pioneers of the movement reflect on their own work with campuses nationwide and examine concrete issues involved in introducing new perspectives on the different forms of scholarship. In addition, the book contains studies of nine very diverse institutions—Madonna, Albany State, South Dakota State, Kansas State, Portland State, and Arizona State universities, Franklin College, the University of Phoenix, and the University of Colorado School of Medicine. Each study tells a unique story of the struggle to change faculty work and its rewards.

This book offers practical advice to academic leaders considering similar changes and responds to questions for the future about encouraging, supporting, assessing, and rewarding multiple forms of scholarship.

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Product Details

ISBN-13:
9780787979201
Publisher:
Wiley
Publication date:
08/17/2005
Edition description:
New Edition
Pages:
368
Sales rank:
1,379,314
Product dimensions:
6.00(w) x 9.00(h) x 0.94(d)

Table of Contents

Foreword (Russell Edgerton).

Acknowledgments (KerryAnn O’Meara and R. Eugene Rice).

The Authors.

Introduction (KerryAnn O’Meara and R. Eugene Rice).

PART ONE: CONTEXT.

1. “Scholarship Reconsidered”: History and Context(R. Eugene Rice).

2. The Four Forms of Scholarship.

The Scholarship of Teaching and Learning Today (Mary TaylorHuber, Pat Hutchings, and Lee S. Shulman).

Tracing the Scholarship of Engagement Through My ProfessionalMemoirs (Amy Driscoll).

The Scholarship of Discovery (George E. Walker).

The Scholarship of Integration (David K. Scott).

3. Issues of Implementation.

Scholarship Reconsidered: Barriers to Change (Robert M.Diamond).

Redefining Scholarship: A Small Liberal Arts College’sJourney (Kenneth J. Zahorski).

Preparing Future Faculty and Multiple Forms of Scholarship(Jerry G. Gaff).

PART TWO: LESSONSLEARNED FROM CAMPUSSTUDIES.

4. A Question of Mission: Redefining Scholarship at FranklinCollege (David G. Brailow).

5. Redefining the Culture of Scholarship: Madonna University(Dennis Bozyk).

6. Encouraging Multiple Forms of Scholarly Excellence at AlbanyState University (Barbara DeVeaux Holmes).

7. Faculty Scholarship in a Nontraditional University: TheUniversity of Phoenix (Catherine Garner, William Pepicello, andCraig Swenson).

8. Ensuring Equity Across the Missions of a Land-GrantUniversity: South Dakota State University (Carol J. Peterson andDiane Kayongo-Male).

9. Optimism With Our Eyes Wide Open: Reconsidering Scholarshipat Kansas State University (Victoria L. Clegg and Gretchen R.Esping).

10. Identifying and Managing University Assets: A Campus Studyof Portland State University (John Rueter and Talya Bauer).

11. Signs of Change at a Research-Extensive University:Promoting the Scholarship of Teaching and Learning at Arizona StateUniversity (Don Evans, Judy Grace, and Duane Roen).

12. Broadening the Definition of Scholarship: A Strategy toRecognize and Reward Clinician-Teachers at the University ofColorado School of Medicine (Steven R. Lowenstein and Robin A.Harvan).

PART THREE: NATIONALPERSPECTIVES.

13. Effects of Encouraging Multiple Forms of ScholarshipNationwide and Across Institutional Types (KerryAnnO’Meara).

14. Principles of Good Practice: Encouraging Multiple Forms ofScholarship in Policy and Practice (KerryAnn O’Meara).

15. The Future of the Scholarly Work of Faculty (R. EugeneRice).

APPENDIX: SURVEYTABLES.

Table A.1: Catalysts.

Table A.2: Barriers.

Table A.3: Increases and Improvements From Reform.

Table A.4: What Counts for Faculty Evaluation.

Table A.5: Change in Reward Systems.

Table A.6: Criteria Used to Evaluate Scholarship.

Table A.7: Support for a Broader Definition of Scholarship.

Table A.8: Acceptance of Multiple Forms of Scholarship WithinInstitutional Cultures.

Index.

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