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Contingent Faculty Publishing in Community: Case Studies for Successful Collaborations

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Contingent Faculty Publishing in Community: Case Studies for Successful Collaborations highlights the innovative work of contingent faculty across disciplines and provides scholarly models for drawing other contingent faculty into these discussions. Scholarship tells us that the best teachers engage in professional development, and reflect upon and share best teaching prac Contingent Faculty Publishing in Community: Case Studies for Successful Collaborations highlights the innovative work of contingent faculty across disciplines and provides scholarly models for drawing other contingent faculty into these discussions. Scholarship tells us that the best teachers engage in professional development, and reflect upon and share best teaching practices. Since contingent teachers often aren't viewed as faculty members, they are overlooked in faculty decisions affecting both their professional careers and quality of life. Routinely assigned outsider status in the eyes of administrators, faculty, and students, contingent faculty members' extensive experience is often missing from scholarship on teaching and learning because they may not be encouraged nor supported in sharing their work in public venues. Based on extended case studies, contributors to this volume encourage contingent faculty members to organize self-mentoring groups, work together to find ways to share expertise, create venues for learning/disseminating their experiences and findings, and connect scholarship to service and teaching in novel ways.


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Contingent Faculty Publishing in Community: Case Studies for Successful Collaborations highlights the innovative work of contingent faculty across disciplines and provides scholarly models for drawing other contingent faculty into these discussions. Scholarship tells us that the best teachers engage in professional development, and reflect upon and share best teaching prac Contingent Faculty Publishing in Community: Case Studies for Successful Collaborations highlights the innovative work of contingent faculty across disciplines and provides scholarly models for drawing other contingent faculty into these discussions. Scholarship tells us that the best teachers engage in professional development, and reflect upon and share best teaching practices. Since contingent teachers often aren't viewed as faculty members, they are overlooked in faculty decisions affecting both their professional careers and quality of life. Routinely assigned outsider status in the eyes of administrators, faculty, and students, contingent faculty members' extensive experience is often missing from scholarship on teaching and learning because they may not be encouraged nor supported in sharing their work in public venues. Based on extended case studies, contributors to this volume encourage contingent faculty members to organize self-mentoring groups, work together to find ways to share expertise, create venues for learning/disseminating their experiences and findings, and connect scholarship to service and teaching in novel ways.

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