Experienced voices
著者
書誌事項
Experienced voices
（Post-tenure faculty review and renewal, [1]）
American Association for Higher Education, [AAHE], c2002
- タイトル別名
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Post-tenure faculty review and renewal : experienced voices
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注記
"A publication of AAHE's New Pathways Project AAHE Forum on faculty & rewards"
内容説明・目次
内容説明
The first of a three-volume series from the American Association for Higher Education's New Pathways Project on review, renewal, and vitality of tenured faculty, this book provides insights into the development, adoption, and implementation of post-tenure review at both individual and state university systems. In a collection of 13 thoughtful essays, this group of "experienced voices"-faculty leaders, senior campus administrators, and system officials-represent examples of the best practices in programs that both work and make sense. Contents include* Rationale that institutions of various sizes and missions used in establishing tenured-faculty review and development* How such policies were formulated and the factors leading to implementation successes and failures* Important campus lessons learned in moving from policy development to unit implementation* The future of post-tenure review and faculty well-being
目次
Preface. Acknowledgments. Introduction. Section I: System Level Issues and Lessons. Ahead of Our Time at the End of the Trail? Post Tenure Review in the Oregon University System (Shirley M. Clark). Post Tenure Review in Kentucky: A Clash of Cultures (James L. Applegate and Lois M. Nora). Tracking Evolving Meanings: Five Years of Post-Tenure review in Arizona (S. Vianne McLean and Thomas Callarman). The View from the Elephant's Tail: Creation and Implementation of Post-Tenure review at the University of Massachusetts (Kate Harrington). The Benefits of Pilot testing: Post-Tenure Review at California State University, Long Beach (Kelly S. Janousek and Wayne Dick). Section II: Lessons Learned for Departments, Chairs, and Faculty. The Evolution of Post-Tenure Review at Indiana University Purdue University Indianapolis (N. Douglas Lees). The Context as Key to developing and Implementing Post-Tenure review: The University of Nebraska-lincoln Experience (Gail F. Latta and Daniel W. Wheeler). Balancing Institutional Processes and State-Mandated Post-Tenure review (Betsy E. Brown). Transforming post-Tenure Review Into Faculty, department head, and Departmental Renewal (Barbara Hornum). Section III: Lessons Learned from Data Analysis. Getting Out in Front: Cumulative review and Development for Tenured Faculty. (Ronald J. Henry). Redesigning Post-Tenure Review to Satisfy Accreditation requirements (Ann S Hunter and Jonathan Lawson). Post-Tenure Review in Texas: An Evolving Response to the Legislature's Challenge (Debra P. Price, Dennis Longmire, Frank Fair, Laverne Warner, Paul R. Reed, William Fleming, and JoAnn M Duffy). Learning About Post-Tenure review From Peer Institutions (Susan H. Marr). Section IV: Reflections on the Future. Faculty Well-Being review: An Alternative to Post-Tenure review? (Charles J. Walker). A Profession at Risk: Using Post-Tenure Review to Create an Intentional Future (William M. Plater). Conclusion. Moving the Conversation Forward. (Christine M. Licata and Joseph C. Morreale). Appendix. AAHE Minigrant Projects, 1998-2000 and 2000-2002.
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