Professing to learn : creating tenured lives and careers in the American research university
著者
書誌事項
Professing to learn : creating tenured lives and careers in the American research university
Johns Hopkins University Press, 2009
- : hbk
大学図書館所蔵 全3件
  青森
  岩手
  宮城
  秋田
  山形
  福島
  茨城
  栃木
  群馬
  埼玉
  千葉
  東京
  神奈川
  新潟
  富山
  石川
  福井
  山梨
  長野
  岐阜
  静岡
  愛知
  三重
  滋賀
  京都
  大阪
  兵庫
  奈良
  和歌山
  鳥取
  島根
  岡山
  広島
  山口
  徳島
  香川
  愛媛
  高知
  福岡
  佐賀
  長崎
  熊本
  大分
  宮崎
  鹿児島
  沖縄
  韓国
  中国
  タイ
  イギリス
  ドイツ
  スイス
  フランス
  ベルギー
  オランダ
  スウェーデン
  ノルウェー
  アメリカ
注記
Includes bibliographical references (p. 287-299) and index
HTTP:URL=http://www.loc.gov/catdir/toc/ecip0822/2008027264.html Information=Table of contents only
内容説明・目次
内容説明
Research, teaching, service, and public outreach-all are aspects of being a tenured professor. But this list of responsibilities is missing a central component: actual scholarly learning-disciplinary knowledge that faculty teach, explore in research, and share with the academic community. How do professors pursue such learning when they must give their attention as well to administrative and other obligations? Professing to Learn explores university professors' scholarly growth and learning in the years immediately following the award of tenure, a crucial period that has a lasting impact on the academic career. Some launch from this point to multiple accomplishments and accolades, while others falter, their academic pursuits stalled. What contributes to these different outcomes? Drawing on interviews with seventy-eight professors in diverse disciplines and fields at five major American research universities, Anna Neumann describes how tenured faculty shape and disseminate their own disciplinary knowledge while attending committee meetings, grading exams, holding office hours, administering programs and departments, and negotiating with colleagues.
By exploring the intellectual activities pursued by these faculty and their ongoing efforts to develop and define their academic interests, Professing to Learn directs the attention of higher education professionals and policy makers to the core aim of higher education: the creation of academic knowledge through research, teaching, and service.
目次
Acknowledgments
Introduction
1. Into the Middle: Mapping the Early Post-Tenure Career in the Research University
2. The Heart of the Matter: Passionate Thought and Scholarly Learning
3. Mindwork: What and How Professors Strive to Learn
4. Location: Where Professors Pursue Their Scholarly Learning
5. Becoming Strategic: Recently Tenured University Professors as Agents of Scholarly Learning
6. Organizing to Learn: What Universities Provide for Professors' Scholarly Learning
7. The Middle Remapped: Toward an Ecology of Learning in the Early Post-Tenure Career
Appendix A: Study Designs and Background Data
Appendix B: Interview Protocols and Consent Forms for the Four Universities Project
Appendix C: Framework: University Professors' Scholarly Learning
Notes
Bibliography
Index
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