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  and College Learning for the New Global Century 
Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture – Duke University Press
Published: Oct 1, 2008
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