ERIC Number: ED435344
Record Type: Non-Journal
Publication Date: 1999
Higher Education Trends (1997-1999): Faculty. ERIC-HE Trends.
Kezar, Adrianna J.
The literature on college faculty in 1996 has increased; however, two themes described in the practice literature--identifying and rewarding exemplary teaching and experimental pedagogies--are only minimally represented in the research literature. The Carnegie Foundation, the American Association for Higher Education, and the Council for the Advancement and Support of Education, have addressed the topic of identifying and rewarding exemplary teaching. Experimental pedagogies are represented in the literature as techniques faculty should use, but empirical research about their benefits is minimal. Other areas reveal an overlap between research and practice; major themes include college faculty workload and productivity; assessment; restructuring and the accompanying reduction of faculty; tenure; faculty role or identity; and diversity. Key issues in the research are those related to public perception of higher education and the cost of higher education, with issues relating to student outcomes and learning receiving less attention. Assessment is a prevalent issue, although a gap is apparent between administrator and faculty views of and beliefs about assessment. Another gap is found in the literature on restructuring. The literature on tenure remains historical or theoretical, with little empirical research; literature on the changing role of faculty follows the attention given to workload, assessment, restructuring, and tenure. Related to public accountability is research on diversity-related issues. (Contains 27 references.) (JM)
Descriptors: Accountability, College Faculty, Diversity (Faculty), Educational Research, Experimental Teaching, Faculty Workload, Higher Education, Incentives, Literature Reviews, Performance Based Assessment, Productivity, School Restructuring, Sexual Harassment, Tenure
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Publication Type: Information Analyses; ERIC Publications
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: ERIC Clearinghouse on Higher Education, Washington, DC.; George Washington Univ., Washington, DC. Graduate School of Education and Human Development.