Faculty Development in English Studies: An Overview of Resources and a Suggested Sequence

Faculty Development in English Studies: An Overview of Resources and a Suggested Sequence R ev iews Faculty Development in English Studies An and a Suggested Sequence Glenn Readers of this special issue of who are motivated to design, organize, and facilitate faculty development initiatives will soon discover a wealth of resources and the unfortunate absence of a comprehensive clearinghouse for those resources. They face a daunting and time-consuming task, sorting through the abundance of resources, especially those that are not disciplinespecific, and identifying those they would use to design generative and effective experiences for their colleagues. With this essay, I begin an for faculty development initiatives in English departments, proposing a specific framework and sequence for faculty development work and identifying and annotating key resources for use in the sequence. I also intend it to serve as the initiation of an interactive Web-based clearinghouse devoted to the ongoing gathering and sharing of faculty development resources. At least since the beginning of this decade, educators, policy makers, and business leaders have been identifying the kinds of learning outcomes that will prepare students for productive lives as community members, citizens, and employees (see the Association of American Colleges and Universities reports Greater Expectations [2002] and College Learning for the New Global Century [2007] http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture Duke University Press

Faculty Development in English Studies: An Overview of Resources and a Suggested Sequence

Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture, Volume 8 (3) – Oct 1, 2008

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Publisher
Duke University Press
Copyright
© 2008 by Duke University Press
ISSN
1531-4200
eISSN
1531-4200
DOI
10.1215/15314200-2008-012
Publisher site
See Article on Publisher Site

Abstract

R ev iews Faculty Development in English Studies An and a Suggested Sequence Glenn Readers of this special issue of who are motivated to design, organize, and facilitate faculty development initiatives will soon discover a wealth of resources and the unfortunate absence of a comprehensive clearinghouse for those resources. They face a daunting and time-consuming task, sorting through the abundance of resources, especially those that are not disciplinespecific, and identifying those they would use to design generative and effective experiences for their colleagues. With this essay, I begin an for faculty development initiatives in English departments, proposing a specific framework and sequence for faculty development work and identifying and annotating key resources for use in the sequence. I also intend it to serve as the initiation of an interactive Web-based clearinghouse devoted to the ongoing gathering and sharing of faculty development resources. At least since the beginning of this decade, educators, policy makers, and business leaders have been identifying the kinds of learning outcomes that will prepare students for productive lives as community members, citizens, and employees (see the Association of American Colleges and Universities reports Greater Expectations [2002] and College Learning for the New Global Century [2007]

Journal

Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and CultureDuke University Press

Published: Oct 1, 2008

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