Faculty development via field programs for middle-aged, disillusioned faculty.

Autor/in	Boice, Robert
Titel	Faculty development via field programs for middle-aged, disillusioned faculty.
Quelle	In: Research in higher education, (1986) 2, S.115-135Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0361-0365
DOI	10.1007/BF00991486
Schlagwörter	Development Program; Education Research; Significant Progress; Faculty Development; Departmental Activity
Abstract	Abstract This paper reviews reasons why traditional faculty development programs have neglected middle-aged, disillusioned faculty (colleagues who are chronically depressed or angry about their jobs, who are inactive and unenthusiastic as teachers and researchers, and whose campus participation is passive at best). It then describes a format for engaging field-based developers, including chairpeople, in stepwise programs that help reestablish communication and reinvolvement of these “problem” faculty in meaningful activities and rewards. Data from ongoing field programs of the sort advocated here include survey-based portrayals of middle-aged, disillusioned faculty (e.g., 22% of all older faculty were rated as explosive with students/colleagues), of usual failings in communicating academic reward processes to faculty, of faculty's and administrators' reservations about reengaging “problem” colleagues, and of benefits accruing to field-workers themselves. Thus far, of the 45 middle-aged, disillusioned faculty involved in programs with their chairs acting as field-based developers, 84% have shown significant progress in preliminary stages of reestablishing communication and departmental activity, 69% have renegotiated for more meaningful roles as teachers/scholars/colleagues, and 47% have earned public rewards for meeting the goals set in their recontracting.
Erfasst von	OLC
Update	2023/2/05