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.17063888.0018.018
Abstract
In recent years researchers have begun to investigate the nature of disciplinary differences in higher education and their implications for teaching and learning. While researchers have studied several aspects of disciplinary differences, they have given comparatively little attention to the significance of these differences for faculty development. After reviewing selective, representative studies from the literature on disciplinary differences, this paper develops a general framework for determining how the characteristics of a discipline influence the dynamics of the consulting relationship using the example of the hard sciences. It explores what kinds of discipline-specific knowledge will be important for consultants and under what circumstances and the implications for effective consulting strategies. The paper concludes with recommendations for future research in this area.
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