Envisioning the Faculty for the Twenty-First Century: Moving to a Mission-Oriented and Learner-Centered Model

Envisioning the Faculty for the Twenty-First Century: Moving to a Mission-Oriented and Learner-Centered Model

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The institution of tenure—once a cornerstone of American colleges and universities—is rapidly eroding. Today, the majority of faculty positions are part-time or limited-term appointments, a radical change that has resulted more from circumstance than from thoughtful planning. As colleges and universities evolve to meet the changing demands of society, how might their leaders design viable alternative faculty models for the future?    Envisioning the Faculty for the Twenty-First Century weighs the concerns of university administrators, professors, adjuncts, and students in order to critically assess emerging faculty models and offer informed policy recommendations. Cognizant of the financial pressures that have led many universities to favor short-term faculty contracts, higher education experts Adrianna Kezar and Daniel Maxey assemble a top-notch roster of contributors to  investigate whether there are ways to modify the existing system or promote new faculty models. They suggest how colleges and universities might rethink their procedures for faculty development, hiring, scheduling, and evaluation in order to maintain a campus environment that still fosters faculty service and student-centered learning. 
  Even as it asks urgent questions about how to retain the best elements of American higher education, Envisioning the Faculty for the Twenty-First Century also examines the opportunities that systemic changes might create. Ultimately, it provides some starting points for how colleges and universities might best respond to the rapidly evolving needs of an increasingly global society.    

Product Details

ISBN-13: 9780813581019
Publisher: Rutgers University Press
Publication date: 09/12/2016
Series: The American Campus
Sold by: Barnes & Noble
Format: NOOK Book
Pages: 240
File size: 2 MB

About the Author

ADRIANNA KEZAR is a professor for higher education at the University of Southern California in Los Angeles, and co-director of the Pullias Center for Higher Education. She is the author of Understanding the New Majority of Non-Tenure-Track Faculty and Embracing Non-Tenure-Track Faculty.    DANIEL MAXEY is a Provost’s Fellow at Santa Clara University in California, and previously served as co-director of the Delphi Project on the Changing Faculty and Student Success.   

Table of Contents

Cover Series Page Title Copyright Contents Preface Acknowledgments Part One. The Context for a New Faculty Model 1. The Current Context for Faculty Work in Higher Education. Understanding the Forces Affecting Higher Education and the Changing Faculty 2. Recognizing the Need for a New Faculty Model Part Two. Ideas for a New Faculty Model 3. An Emerging Consensus about New Faculty Roles. Results of a National Study of Higher Education Stakeholders 4. Core Principles for Faculty Models and the Importance of Community 5. The Anatomy and Physiology of Medical School Faculty Career Models 6. Students Speak about Faculty. What Students Need,What They Want, and What Helps Them Succeed 7. Faculty as Learners. The New Faculty Role through the Lens of Faculty Development 8. More Than a Zero-Sum Game. Shared Work Agreements 9. A New Paradigm for Faculty Work and Evaluation 10. Internationalization and Faculty Work 11. The Future of Faculty Work. Academic Freedom and Democratic Engagement 12. Aspirations and Inclinations among Emerging and Early-Career Faculty Members. Leveraging Strengths, Imagining Possibilities 13. Resonant Themes for a Professoriate Reconsidered. Consensus Points to Organize Efforts toward Change About the Contributors Index

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