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ERIC Number: EJ911026
Record Type: Journal
Publication Date: 2010-Nov
Pages: 8
Abstractor: ERIC
Reference Count: 0
ISSN: ISSN-0009-1383
Engendering Faculty Professional Growth
O'Meara, KerryAnn; Terosky, Aimee LaPointe
Change: The Magazine of Higher Learning, v42 n6 p44-51 Nov 2010
During the last 20 years, faculty have faced rising workloads, increasing amounts of top-down accountability and oversight, mounting publication demands, decreasing numbers of tenure-track positions, and an increasingly dismal job market. The current recession has exacerbated the pressure by requiring departmental budget cuts, faculty layoffs, furloughs, hiring freezes, and/or the elimination of faculty development and professional travel. Faculty and faculty development, in short, are facing challenging times. In response, the authors have developed a holistic framework for faculty development that promotes professional growth while remaining mindful of the constraints facing institutions. They define professional growth as "change that allows professionals to bring new and diverse knowledge, skills, values, and professional orientation to their work." They have identified four key aspects of faculty professional growth: (1) learning; (2) agency; (3) professional relationships; and (4) commitments. These four aspects, though presented separately, are actually synergistic and mutually reinforcing. (Contains 1 table, 19 resources and 10 online resources.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A