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ERIC Number: ED430497
Record Type: RIE
Publication Date: 1999
Pages: 70
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Reconsidering Faculty Roles and Rewards: Promising Practices for Institutional Transformation and Enhanced Learning. A Report on CAPHE's Faculty Roles, Faculty Rewards, and Institutional Priorities Grant Program.
Zahorski, Kennth J.; Cognard, Roger; Gilliard, Michelle D., Ed.
This report presents conclusions of a grant program of the Consortium for the Advancement of Private Higher Education (CAPHE) which provided grants to help the 22 participating institutions bring congruence between institutional mission and existing faculty roles and reward structures. Following an introductory section, Section 1 identifies and briefly discusses some of the future challenges of higher education that are most frequently mentioned in the CAPHE grant project final reports. Section 2 identifies the common denominators of the grant project case histories, noting not only the most noteworthy formative changes at specific institutions but also general approaches that seem to work in almost any type of institution. Section 3 focuses on the six most important issues with which the grantee institutions chose to grapple: (1) learning and assessment, (2) redefining scholarship, (3) faculty development, (4) faculty evaluation and rewards, (5) collegial governance, and (6) instructional technology. Section 4 summarizes practices (theoretical, process, and application) which have proven to be most effective for successfully addressing the issues undertaken. Appendices include author biographies, a list of project contacts, and a description of a study of faculty perceptions. (Contains 12 references.) (DB)
Council of Independent Colleges, One Dupont Circle, Suite 320, Washington, DC 20036; Tel: 202-466-7230; Fax: 202-466-7238; Web site: www.cic.edu; e-mail: cic@cic.nche.edu
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Pew Charitable Trusts, Philadelphia, PA.
Authoring Institution: Council of Independent Colleges, Washington, DC.; Consortium for the Advancement of Private Higher Education.