Success After Tenure: Supporting Mid-Career Faculty

Success After Tenure: Supporting Mid-Career Faculty

by Laura Gail Lunsford (Editor), Meghan J . Pifer (Editor), Mary Deane Sorcinelli (Foreword), Gretchen Neisler (Editor), Aimee La Pointe Terosky (Editor), VickiL.Baker (Editor)

Synopsis

This book brings together leading practitioners and scholars engaged in professional development programming for and research on mid-career faculty members. The chapters focus on key areas of career development and advancement that can enhance both individual growth and institutional change to better support mid-career faculties.

The mid-career stage is the longest segment of the faculty career and it contains the largest cohort of faculty. Also, mid-career faculty are tasked with being the next generation of faculty leaders and mentors on their respective campuses, with little to no supports to do so effectively, at a time when higher education continues to face unprecedented challenges while managing the continued goal of diversifying both the student and faculty bodies.

The stories, examples, data, and resources shared in this book will provide inspiration--and reality checks--to the administrators, faculty developers, and department chairs charged with better supporting their faculties as they engage in academic work. Current and prospective faculty members will learn about trends in mid-career faculty development resources, see examples of how to create such supports when they are lacking on their campuses, and gain insights on how to strategically advance their own careers based on the realities of the professoriate.

The book features a variety of institution types: community colleges, regional/comprehensive institutions, liberal arts colleges, public research universities, ivy league institutions, international institutions, and those with targeted missions such as HSI/MSI and Jesuit.

Topics include faculty development for formal and informal leadership roles; strategies to support professional growth, renewal, time and people management; teaching and learning as a form of scholarship; the role of learning communities and networks as a source of support and professional revitalization; global engagement to support scholarship and teaching; strategies to recruit, retain, and promote underrepresented faculty populations; the policy-practice connection; and gender differences related to key mid-career outcomes.

While the authors acknowledge that the challenges facing the mid-career stage are numerous and varying, they offer a counter narrative by looking at ways that faculty and/or institutions can assert themselves to find opportunities within challenging contexts. They suggest that these challenges highlight priority mentoring areas, and support the creation of new and innovative faculty development supports at institutional, departmental, and individual levels.

$54.36

Quantity

20+ in stock

More Information

Format: Paperback
Pages: 372
Publisher: Stylus Publishing
Published: 30 Nov 2018

ISBN 10: 1620366819
ISBN 13: 9781620366813

Author Bio
Mary Deane Sorcinelli is the Inaugural Distinguished Scholar in Residence, Weissman Center for Leadership, Mount Holyoke College, and Senior Scholar, Bay View Alliance for the Reform of STEM Undergraduate Education. She previously served as Associate Provost, and Founding Director of the Center for Teaching & Faculty Development at the University of Massachusetts Amherst. She previously served as Associate Provost, Founding Director of the Center for Teaching & Faculty Development (CTFD), and Professor of Educational Policy at the University of Massachusetts Amherst (1988-2014) and as Director, Office of Faculty Development, Indiana University Bloomington (1983-88). She is a well-known researcher in the areas of professional development of faculty across all career stages, mentoring, learner-centered teaching, improvement of teaching and learning in higher education, and the role of teaching centers in fostering 21st century faculty learning. She has directed a number of externally grant-funded projects aimed at promoting educational innovations. In 2006 she was honored with the Bob Pierleoni Spirit of POD Award for outstanding lifetime achievement and leadership in the enhancement of teaching, learning, and faculty development. She also served as President/Executive Board Member of the POD Network, 2000-04, and as Senior Scholar to the American Association for Higher Education.