Written for educators, administrators, policy makers, and anyone else concerned with the future of higher education, Rethinking Faculty Work shows how changes in higher education are transforming the careers of faculty and provides a model that makes it possible for all faculty to be in a position to do their best. This important resource offers a vision of academic workplaces that will attract superb faculty committed to fulfilling the missions of the universities and colleges where they work.

Rethinking Faculty Work: Higher Education's Strategic Imperative

Education & Teaching

Austin, Ann E.

Gappa, Judith M.

Trice, Andrea G.

Higher & Continuing Education

Jossey-Bass

Paths to the Professoriate offers all those involved in higher education―everyone from administrators to scholars to graduate students―a much-needed resource that brings together major research, the most important developments in practice, and informed analysis on improving graduate education and preparing the future faculty. This important book includes chapters from some of the best-known researchers, practitioners, and scholars working to prepare the faculty of the future.

Paths to the Professoriate: Strategies for Enriching the Preparation of Future Faculty

Business & Money

Wulff, Donald H.

Education & Reference

Academic Workplace: New Demands, Heightened Tensions (ASHE ERIC HIGHER EDUCATION REPORTS)

Gamson, Zelda F.

Schools & Teaching

Ashe-Eric Higher Educ Reports

An evidence-based, action-oriented response to the persistent, everyday inequity of academic workplaces. Despite decades of effort by federal science funders to increase the numbers of women holding advanced degrees and faculty jobs in science and engineering, they are persistently underrepresented in academic STEM disciplines, especially in positions of seniority, leadership, and prestige. Women filled 47% of all US jobs in 2015, but held only 24% of STEM jobs. Barriers to women are built into academic workplaces: biased selection and promotion systems, inadequate structures to support those with family and personal responsibilities, and old-boy networks that can exclude even very successful women from advancing into top leadership roles. But this situation can--and must--change. In Building Gender Equity in the Academy, Sandra Laursen and Ann E. Austin offer a concrete, data-driven approach to creating institutions that foster gender equity. Focusing on STEM fields, where gender equity is most lacking, Laursen and Austin begin by outlining the need for a systemic approach to gender equity. Looking at the successful work being done by specific colleges and universities around the country, they analyze twelve strategies these institutions have used to create more inclusive working environments, including * implementing inclusive recruitment and hiring practices * addressing biased evaluation methods * establishing equitable tenure and promotion processes * strengthening accountability structures, particularly among senior leadership * improving unwelcoming department climates and cultures * supporting dual-career couples * offering flexible work arrangements that accommodate personal lives * promoting faculty professional development and advancement Laursen and Austin also discuss how to bring these strategies together to create systemic change initiatives appropriate for specific institutional contexts. Drawing on three illustrative case studies--at Case Western Reserve University, the University of Texas at El Paso, and the University of Wisconsin-Madison--they explain how real institutions can strategically combine several equity-driven approaches, thereby leveraging their individual strengths to make change efforts comprehensive. Grounded in scholarship but written for busy institutional leaders, Building Gender Equity in the Academy is a handbook of actionable strategies for faculty and administrators working to improve the inclusion and visibility of women and others who are marginalized in the sciences and in academe more broadly.

Building Gender Equity in the Academy: Institutional Strategies for Change

Politics & Social Sciences

Laursen, Sandra

Social Sciences

Johns Hopkins University Press

Executive SummaryThis briefing is designed primarily for department chairs, but it will also be useful to other academic administrators responsible for faculty development. It is based on a series of findings reported from our major study of the field of faculty development in higher education (Sorcinelli, Austin, Eddy, & Beach, 2006). It asks two important questions: What are the key challenges facing faculty members and their institutions? and What are the issues around which faculty members are likely to need support over the next few years? It is important to note that while the term faculty development broadly refers to assisting faculty to become more effective in performing all roles related to academic life, a large number of our findings focus on roles and responsibilities related to teaching and student learning.We begin this briefing by identifying the key challenges and pressures facing faculty members and their institutions in this changing world of higher education. These are the changing nature of the professoriate; the changing nature of the student body; and the changing nature of teaching, learning, and scholarship. Next, we offer an overview of each of these challenges and discuss how department chairs can initiate activities that respond to them in ways that support the professional development of their faculty. We conclude by offering five specific action steps that chairs can take as they guide and support their departments in an era of dramatic change, not only in the expectations for our faculty and the profile of our students, but also in our paradigms for teaching, learning, and scholarship.

Effective Practices for Academic Leaders: Developing Faculty for New Roles and Changing Expectations (Effective Practices for Academic Leaders Archive)

Sorcinelli, Mary Deane

Stylus Publishing

Effective Practices for Academic Leaders: Developing Faculty for New Roles and Changing Expectations

Faculty Development in the Age of Evidence

The first decade of the 21st century brought major challenges to higher education, all of which have implications for and impact the future of faculty professional development. This volume provides the field with an important snapshot of faculty development structures, priorities and practices in a period of change, and uses the collective wisdom of those engaged with teaching, learning, and faculty development centers and programs to identify important new directions for practice. Building on their previous study of a decade ago, published under the title of Creating the Future of Faculty Development, the authors explore questions of professional preparation and pathways, programmatic priorities, collaboration, and assessment. Since the publication of this earlier study, the pressures on faculty development have only escalated―demands for greater accountability from regional and disciplinary accreditors, fiscal constraints, increasing diversity in types of faculty appointments, and expansion of new technologies for research and teaching. Centers have been asked to address a wider range of institutional issues and priorities based on these challenges. How have they responded and what strategies should centers be considering? These are the questions this book addresses. For this new study the authors re-surveyed faculty developers on perceived priorities for the field as well as practices and services offered. They also examined more deeply than the earlier study the organization of faculty development, including characteristics of directors; operating budgets and staffing levels of centers; and patterns of collaboration, re-organization and consolidation. In doing so they elicited information on centers’ “signature programs,” and the ways that they assess the impact of their programs on teaching and learning and other key outcomes. What emerges from the findings are what the authors term a new Age of Evidence, influenced by heightened stakeholder interest in the outcomes of undergraduate education and characterized by a focus on assessing the impact of instruction on student learning, of academic programs on student success, and of faculty development in institutional mission priorities. Faculty developers are responding to institutional needs for assessment, at the same time as they are being asked to address a wider range of institutional priorities in areas such as blended and online teaching, diversity, and the scale-up of evidence-based practices. They face the need to broaden their audiences, and address the needs of part-time, non-tenure-track, and graduate student instructors as well as of pre-tenure and post-tenure faculty. They are also feeling increased pressure to demonstrate the “return on investment” of their programs. This book describes how these faculty development and institutional needs and priorities are being addressed through linkages, collaborations, and networks across institutional units; and highlights the increasing role of faculty development professionals as organizational “change agents” at the department and institutional levels, serving as experts on the needs of faculty in larger organizational discussions.

Beach, Andrea L.

Rivard, Jaclyn K.

Routledge

Synthesizes the research and literature on collaboration in academic life. Reviews collaboration trAnds and practices in higher education and other sectors such as business and industry. Recognizes the distinctive nature of various modes of collaboration.

Faculty Collaboration: Enhancing the Quality of Scholarship and Teaching (J-B ASHE Higher Education Report Series (AEHE))

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