Articles liés à Inclusive Collegiality and Nontenure-Track Faculty
Inclusive Collegiality and Nontenure-Track Faculty - Couverture souple
Livre 4 sur 4: The New Faculty Majority
Synopsis
This book focuses on the status and work of full-time non-tenure-track faculty (NTTF) whose ranks are increasing as tenure track faculty (TTF) make up a smaller percentage of the professoriate. This book describes lessons learned from and benefits experienced by departments that have successfully supported and engaged NTTF as colleagues.
Les informations fournies dans la section « Synopsis » peuvent faire référence à une autre édition de ce titre.
À propos de l'auteur
Don Haviland is professor and department chair in the educational leadership department at California State University, Long Beach. Dr. Haviland has over 25 years of experience in academic and student affairs, as well as educational research, and has extensive experience studying the faculty socialization and development process.
As senior research associate at WestEd, he was part of a small team that evaluated the Preparing Future Faculty program, designed to prepare graduate students for the full range of faculty careers, for the National Science Foundation and the Annenberg Foundation. In his time at CSULB, he has studied a faculty development program around assessment and the expectations and experiences of full-time contingent faculty related to collegiality. His longitudinal study of 9 pre-tenure faculty through the first 6 years of their careers provides the empirical foundation for the proposed book.
Les informations fournies dans la section « A propos du livre » peuvent faire référence à une autre édition de ce titre.
Résultats de recherche pour Inclusive Collegiality and Nontenure-Track Faculty
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Inclusive Collegiality and Nontenure-Track Faculty: Engaging All Faculty as Colleagues to Promote Healthy Departments and Institutions
Edité par
Routledge, 2020
ISBN 10 : 1620366452
ISBN 13 : 9781620366455
Ancien ou d'occasion
Paperback
Vendeur : World of Books (was SecondSale), Montgomery, IL, Etats-Unis
Évaluation du vendeur 5 sur 5 étoiles
Paperback. Etat : Good. This book focuses on the status and work of full-time non-tenure-track faculty (NTTF) whose ranks are increasing as tenure track faculty (TTF) make up a smaller percentage of the professoriate. This book describes lessons learned from and benefits experienced by departments that have successfully supported and engaged NTTF as colleagues. N° de réf. du vendeur 00105256122
Acheter D'occasion
EUR 22,81
Livraison gratuite
Expédition nationale : Etats-Unis
Expédition nationale : Etats-Unis
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Inclusive Collegiality and Nontenure-Track Faculty: Engaging All Faculty as Colleagues to Promote Healthy Departments and Institutions (New Faculty Majority)
Edité par
Stylus Publishing (VA), 2020
ISBN 10 : 1620366452
ISBN 13 : 9781620366455
Ancien ou d'occasion
Paperback
Vendeur : Books From California, Simi Valley, CA, Etats-Unis
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Paperback. Etat : Very Good. N° de réf. du vendeur mon0004184383
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EUR 18,56
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Expédition nationale : Etats-Unis
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Image d'archives
Inclusive Collegiality and Nontenure-Track Faculty: Engaging All Faculty as Colleagues to Promote Healthy Departments and Institutions
Edité par
Routledge, 2020
ISBN 10 : 1620366452
ISBN 13 : 9781620366455
Ancien ou d'occasion
Paperback
Vendeur : World of Books Inc, Montgomery, IL, Etats-Unis
Évaluation du vendeur 4 sur 5 étoiles
Paperback. Etat : Good. This book focuses on the status and work of full-time non-tenure-track faculty (NTTF) whose ranks are increasing as tenure track faculty (TTF) make up a smaller percentage of the professoriate. This book describes lessons learned from and benefits experienced by departments that have successfully supported and engaged NTTF as colleagues. N° de réf. du vendeur CIN1620366452G
Acheter D'occasion
EUR 24,67
Livraison gratuite
Expédition nationale : Etats-Unis
Expédition nationale : Etats-Unis
Quantité disponible : 1 disponible(s)
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Inclusive Collegiality and Nontenure-Track Faculty : Engaging All Faculty As Colleagues to Promote Healthy Departments and Institutions
Edité par
Routledge, 2020
ISBN 10 : 1620366452
ISBN 13 : 9781620366455
Ancien ou d'occasion
Couverture souple
Vendeur : GreatBookPrices, Columbia, MD, Etats-Unis
Évaluation du vendeur 5 sur 5 étoiles
Etat : As New. Unread book in perfect condition. N° de réf. du vendeur 38680524
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EUR 42,77
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Expédition nationale : Etats-Unis
Expédition nationale : Etats-Unis
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Inclusive Collegiality and Nontenure-Track Faculty
Vendeur : PBShop.store UK, Fairford, GLOS, Royaume-Uni
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PAP. Etat : New. New Book. Shipped from UK. Established seller since 2000. N° de réf. du vendeur GB-9781620366455
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Inclusive Collegiality and Nontenure-Track Faculty : Engaging All Faculty As Colleagues to Promote Healthy Departments and Institutions
Vendeur : GreatBookPrices, Columbia, MD, Etats-Unis
Évaluation du vendeur 5 sur 5 étoiles
Etat : New. N° de réf. du vendeur 38680524-n
Acheter neuf
EUR 45,75
Expédition à EUR 2,38
Expédition nationale : Etats-Unis
Expédition nationale : Etats-Unis
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Inclusive Collegiality and Nontenure-Track Faculty (Paperback)
Edité par
Taylor & Francis Inc, New York, 2020
ISBN 10 : 1620366452
ISBN 13 : 9781620366455
Neuf
Paperback
Vendeur : Grand Eagle Retail, Bensenville, IL, Etats-Unis
Évaluation du vendeur 5 sur 5 étoiles
Paperback. Etat : new. Paperback. This book focuses on the status and work of full-time non-tenure-track faculty (NTTF) whose ranks are increasing as tenure track faculty (TTF) make up a smaller percentage of the professoriate. NTTF experience highly uneven and conditional access to collegiality, are often excluded from decision-making spaces, and receive limited respect from their TTF colleagues because of outdated notions that link perceived expertise almost exclusively to scholarship. The result is often a sub-class of faculty marginalized in their departments, which reduces the inclusion of diverse voices in academic governance, professional relationships, and student learning. Given these implications, the authors ask, how can departments, institutions, and the profession do more to engage NTTF as full and active colleagues? The limited access of NTTF to the rights and responsibilities of collegiality harms institutional success in several ways. Given the full-time nature of their work and the heavy (but not exclusive) focus on instruction, NTTF are likely to be on campus as much or more than TTF, and thus be engaged with students, colleagues, and administrators in ways that more closely resemble TTF than part-time faculty. Their limited access to collegial spaces makes it harder for them to do their jobs by restricting access to information and input into decision-making. Moreover, since the greatest growth among women faculty and faculty of color is in NTTF roles, their exclusion from collegiality and decision-making negates the very diversity the profession claims to seek. Finally, colleges and universities face financial, curricular, and organizational challenges which require broad input, although the burden of governance is falling on fewer shoulders as the percentage of TTF declines and NTTF are excluded from these spaces.Ultimately, NTTF must be engaged as partners and colleagues in supporting institutional health. This book the fruit of extensive data collection at two institutions over a five-year period describes lessons learned from and benefits experienced by departments that have successfully supported and engaged NTTF as colleagues. Drawing on their research data and analysis of healthy departments that integrate NTTF, the authors identify the practices, policies, and approaches that support NTTF inclusion, shape a more positive workplace environment, improve morale, satisfaction, and commitment, and fully leverage the expertise of NTTF and the valuable human capital they represent. The authors argue that this more inclusive collegiality improves governance, supports institutional success, and serves diverse institutional missions. Though primarily addressed to institutional leaders, department chairs, tenure-line faculty, and leaders in the academic profession, it is hoped that the findings will be useful to NTTF who are engaged as advocates for and partners in the change process required to address the evolving structure of the university faculty. This book focuses on the status and work of full-time non-tenure-track faculty (NTTF) whose ranks are increasing as tenure track faculty (TTF) make up a smaller percentage of the professoriate. This book describes lessons learned from and benefits experienced by departments that have successfully supported and engaged NTTF as colleagues. Shipping may be from multiple locations in the US or from the UK, depending on stock availability. N° de réf. du vendeur 9781620366455
Acheter neuf
EUR 48,21
Livraison gratuite
Expédition nationale : Etats-Unis
Expédition nationale : Etats-Unis
Quantité disponible : 1 disponible(s)
Image d'archives
Inclusive Collegiality and Non-Tenure Track Faculty: Engaging All Faculty as Colleagues to Promote Healthy Departments and Institutions (The New Faculty Majority)
Edité par
Stylus Publishing 2020-03-11, 2020
ISBN 10 : 1620366452
ISBN 13 : 9781620366455
Neuf
Paperback
Vendeur : Chiron Media, Wallingford, Royaume-Uni
Évaluation du vendeur 5 sur 5 étoiles
Paperback. Etat : New. Brand new book, sourced directly from publisher. Dispatch time is 24-48 hours from our warehouse. Book will be sent in robust, secure packaging to ensure it reaches you securely. N° de réf. du vendeur 6666-GRD-9781620366455
Acheter neuf
EUR 42,40
Expédition à EUR 7,77
Expédition depuis Royaume-Uni vers Etats-Unis
Expédition depuis Royaume-Uni vers Etats-Unis
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Inclusive Collegiality and Nontenure-Track Faculty
Edité par
Taylor and Francis Inc, US, 2020
ISBN 10 : 1620366452
ISBN 13 : 9781620366455
Neuf
Paperback
Vendeur : Rarewaves.com USA, London, LONDO, Royaume-Uni
Évaluation du vendeur 5 sur 5 étoiles
Paperback. Etat : New. This book focuses on the status and work of full-time non-tenure-track faculty (NTTF) whose ranks are increasing as tenure track faculty (TTF) make up a smaller percentage of the professoriate. NTTF experience highly uneven and conditional access to collegiality, are often excluded from decision-making spaces, and receive limited respect from their TTF colleagues because of outdated notions that link perceived expertise almost exclusively to scholarship. The result is often a sub-class of faculty marginalized in their departments, which reduces the inclusion of diverse voices in academic governance, professional relationships, and student learning. Given these implications, the authors ask, how can departments, institutions, and the profession do more to engage NTTF as full and active colleagues? The limited access of NTTF to the rights and responsibilities of collegiality harms institutional success in several ways. Given the full-time nature of their work and the heavy (but not exclusive) focus on instruction, NTTF are likely to be on campus as much or more than TTF, and thus be engaged with students, colleagues, and administrators in ways that more closely resemble TTF than part-time faculty. Their limited access to collegial spaces makes it harder for them to do their jobs by restricting access to information and input into decision-making. Moreover, since the greatest growth among women faculty and faculty of color is in NTTF roles, their exclusion from collegiality and decision-making negates the very diversity the profession claims to seek. Finally, colleges and universities face financial, curricular, and organizational challenges which require broad input, although the burden of governance is falling on fewer shoulders as the percentage of TTF declines and NTTF are excluded from these spaces.Ultimately, NTTF must be engaged as partners and colleagues in supporting institutional health. This book - the fruit of extensive data collection at two institutions over a five-year period - describes lessons learned from and benefits experienced by departments that have successfully supported and engaged NTTF as colleagues. Drawing on their research data and analysis of "healthy" departments that integrate NTTF, the authors identify the practices, policies, and approaches that support NTTF inclusion, shape a more positive workplace environment, improve morale, satisfaction, and commitment, and fully leverage the expertise of NTTF and the valuable human capital they represent. The authors argue that this more inclusive collegiality improves governance, supports institutional success, and serves diverse institutional missions. Though primarily addressed to institutional leaders, department chairs, tenure-line faculty, and leaders in the academic profession, it is hoped that the findings will be useful to NTTF who are engaged as advocates for and partners in the change process required to address the evolving structure of the university faculty. N° de réf. du vendeur LU-9781620366455
Acheter neuf
EUR 50,69
Livraison gratuite
Expédition depuis Royaume-Uni vers Etats-Unis
Expédition depuis Royaume-Uni vers Etats-Unis
Quantité disponible : 1 disponible(s)
Image fournie par le vendeur
Inclusive Collegiality and Nontenure-Track Faculty
Edité par
Taylor and Francis Inc, US, 2020
ISBN 10 : 1620366452
ISBN 13 : 9781620366455
Neuf
Paperback
Vendeur : Rarewaves USA, HEBRON, KY, Etats-Unis
Évaluation du vendeur 5 sur 5 étoiles
Paperback. Etat : New. This book focuses on the status and work of full-time non-tenure-track faculty (NTTF) whose ranks are increasing as tenure track faculty (TTF) make up a smaller percentage of the professoriate. NTTF experience highly uneven and conditional access to collegiality, are often excluded from decision-making spaces, and receive limited respect from their TTF colleagues because of outdated notions that link perceived expertise almost exclusively to scholarship. The result is often a sub-class of faculty marginalized in their departments, which reduces the inclusion of diverse voices in academic governance, professional relationships, and student learning. Given these implications, the authors ask, how can departments, institutions, and the profession do more to engage NTTF as full and active colleagues? The limited access of NTTF to the rights and responsibilities of collegiality harms institutional success in several ways. Given the full-time nature of their work and the heavy (but not exclusive) focus on instruction, NTTF are likely to be on campus as much or more than TTF, and thus be engaged with students, colleagues, and administrators in ways that more closely resemble TTF than part-time faculty. Their limited access to collegial spaces makes it harder for them to do their jobs by restricting access to information and input into decision-making. Moreover, since the greatest growth among women faculty and faculty of color is in NTTF roles, their exclusion from collegiality and decision-making negates the very diversity the profession claims to seek. Finally, colleges and universities face financial, curricular, and organizational challenges which require broad input, although the burden of governance is falling on fewer shoulders as the percentage of TTF declines and NTTF are excluded from these spaces.Ultimately, NTTF must be engaged as partners and colleagues in supporting institutional health. This book - the fruit of extensive data collection at two institutions over a five-year period - describes lessons learned from and benefits experienced by departments that have successfully supported and engaged NTTF as colleagues. Drawing on their research data and analysis of "healthy" departments that integrate NTTF, the authors identify the practices, policies, and approaches that support NTTF inclusion, shape a more positive workplace environment, improve morale, satisfaction, and commitment, and fully leverage the expertise of NTTF and the valuable human capital they represent. The authors argue that this more inclusive collegiality improves governance, supports institutional success, and serves diverse institutional missions. Though primarily addressed to institutional leaders, department chairs, tenure-line faculty, and leaders in the academic profession, it is hoped that the findings will be useful to NTTF who are engaged as advocates for and partners in the change process required to address the evolving structure of the university faculty. N° de réf. du vendeur LU-9781620366455
Acheter neuf
EUR 51,95
Livraison gratuite
Expédition nationale : Etats-Unis
Expédition nationale : Etats-Unis
Quantité disponible : 1 disponible(s)