Posttenure Faculty Development: Building a System for Faculty Improvement and Appreciation

By Jeffrey W. Alstete | Go to book overview

POSTTENURE FACULTY DEVELOPMENT
IN ACTION

The literature reviewed so far on tenure, faculty development, and posttenure review reveals several principles upon which effective posttenure faculty development strategies should be based. These principles include using the significant expertise of tenured faculty available, combining summative and formative policies, understanding the stages or fluid cycles of discovery in faculty careers, and understanding the importance of the institutional mission and faculty-driven approaches. This section examines several examples of posttenure faculty development programs currently in use at different types of colleges and universities. These examples are classified as three types: optional, required, and jointly sponsored programs; they were selected based on the aforementioned principles. Many of the programs have won awards, are recognized as important through government grants received, or are noted in the education literature as having qualities that make their approaches worthy of further examination. The aging professoriat has valuable experience that should be tapped, produces more scholarly work, and, if properly developed, can be an invaluable resource to higher education today. Nevertheless, some obstacles need to be overcome—changing technology, the malaise of some tenured faculty, the lack of effective incentives for continued involvement and participation as tenured faculty progress in their career paths, for example. Development programs should take into account the concept of different career stages or the fluid cycle of discovery that many faculty experience in their careers to facilitate continued overall organizational learning.

In addition, ideal types of emphasis on faculty performance differ according to institutional type and mission (Baldridge, Curtis, Ecker, and Riley, 1978). Colleges that emphasize teaching and/or service as opposed to research need to concentrate more effort on faculty development policies that reinvigorate routine teaching and retrain faculty for changing curricular emphasis (Clark and others, 1990). The institutions that emphasize research and scholarly output need development and support for scholarly productivity. Tenured faculty in particular can be especially sensitive to matching faculty development policies with their campus missions and individual professional goals. Much of the literature that evaluates faculty

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Posttenure Faculty Development: Building a System for Faculty Improvement and Appreciation
Table of contents

Table of contents

  • Title Page i
  • Executive Summary iii
  • Contents ix
  • Foreword xi
  • Acknowledgments xv
  • Why Is Development of Tenured Faculty a Concern? 1
  • How Has Higher Education Responded to This Concern? 21
  • Posttenure Faculty Development in Action 45
  • Designing Development Programs for Tenured Faculty 65
  • Conclusion 87
  • Appendix A: Resources for Faculty Development 91
  • Appendix B: Nuprof Program at the University of Nebraska–lincoln 97
  • Appendix C: Sample Guidelines for a Faculty Development Plan 101
  • References 103
  • Index 115
  • Ashe-Eric Higher Education Reports 123
  • Advisory Board 125
  • Consulting Editors 127
  • Review Panel 129
  • Recent Titles 131
  • Back Issue/Subscription Order Form 134
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