Professional and Organizational Development Network in Higher Education
Date of this Version
2000
Document Type
Article
Citation
To Improve the Academy: A Journal of Educational Development (2000) 18; http://dx.doi.org/10.3998/tia.17063888.0018.015
Abstract
Present faculty development practice encourages new faculty to integrate teaching, research, and other aspects of academic work early in their careers. By drawing on both the cognitive and the developmental psychology literature, we propose integration as an advanced stage of adult development that comes about as a result of extensive experience and expertise. We argue that faculty should be advised to focus on either research or teaching at different times during their early years and that integration of professorial roles should only be expected at a later stage. We discuss the implications of such an approach for faculty development.
Included in
Curriculum and Instruction Commons, Higher Education Commons, Higher Education Administration Commons, Higher Education and Teaching Commons, Other Education Commons
Comments
License: CC BY-NC-ND