Professional and Organizational Development Network in Higher Education
Date of this Version
2011
Document Type
Article
Citation
To Improve the Academy: A Journal of Educational Development (2011) 29: 288-301
doi: 10.3998/tia.17063888.0029.025
Abstract
This chapter critically examines the scholarship of faculty development. Using a typology adapted from one developed to understand the scholarship of teaching and learning, I reflect on the primary currents identifiable in the literature. Much of what is published in the field of faculty development consists of descriptions of the development and assessment of particular programs. One approach that is largely missing is the metastudy or review of prior studies that can serve to preserve the findings of scholar-practitioners.
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Comments
License: CC BY-NC-ND