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Faculty Members' Scholarly Learning Across Institutional Types ASHE Higher Education Report von Baker, Vicki L. (eBook)

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Faculty Members' Scholarly Learning Across Institutional Types

Explore an important, yet understudied concept: faculty scholarly learning. Taking a broad view, this volume explains how scholarly learning is defined and conceptualized by scholars. The authors synthesize the recent literature and organize the findings according to Boyer's four forms of scholarship (discovery, teaching, engagement, and integration). They then offer a counternarrative to faculty scholarly learning and the ways in which it is enacted and supported. Recommendations for developing, supporting, and evaluating faculty scholarly learning are also presented. This volume answers: What does scholarly learning look like at different types of institutions? What contexts and/or supports hinder or help faculty members' scholarly learning at the different institutional types? What challenges are noted in the extant literature on faculty work around further study or better understanding of faculty members' scholarly learning across institutional types? This is the second issue of the 43rd volume of the Jossey-Bass series ASHE Higher Education Report. Each monograph is the definitive analysis of a tough higher education issue, based on thorough research of pertinent literature and institutional experiences. Topics are identified by a national survey. Noted practitioners and scholars are then commissioned to write the reports, with experts providing critical reviews of each manuscript before publication.


    Format: ePUB
    Kopierschutz: AdobeDRM
    Seitenzahl: 152
    Sprache: Englisch
    ISBN: 9781119448198
    Verlag: Jossey-Bass
    Größe: 758 kBytes
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Faculty Members' Scholarly Learning Across Institutional Types

Conceptualizing Scholarly Learning and Boyer's Forms of Scholarship

BEFORE EXAMINING THE scholarly learning of faculty members employed at various institutional types featured in the third through sixth chapters, this chapter defines learning and scholarly learning per the work of Neumann (2009a,b). A discussion of the significance of scholarly learning to the faculty career, including an examination of both the barriers and opportunities to scholarly learning in academic settings, is incorporated. To conclude, Boyer's four forms of scholarship are addressed because his work serves as an organizing structure.
Defining Learning

Despite its significance and centrality in academic careers, scholarly learning is, in actuality, ill defined, understudied, and misunderstood (Neumann, 2005a, 2009b). In order to define scholarly learning, we must define the concept of learning. To do so, we borrow from Neumann (2005a) who stated: "Learning, as changed cognition, involves the personal and shared construction of knowledge; it involves coming to know something familiar in different ways, or to know something altogether new, from within one's self and often with others" (p. 65). In defining learning, Neumann consistently refers to several interrelated claims about learning, specifically that learning is connected to the subject matter, the learner, and the context, which we describe in the following section.

Throughout her writings, Neumann (2005a, 2009a) emphasized that learning cannot be separated from the subject matter that is being learned. "Talk and thought about learning," explained Neumann (2005a), "is vague and insubstantial without taking into account what is being learned" (p. 64). Put simply, the "what"-or the disciplinary knowledge, defined as the substantive content that comprises an academic's field of study-is important to the process of learning (Neumann, 2009a, 2014; see also Hermanowicz, 1998).

In addition to the significance of subject matter in learning, Neumann (2005a) also stresses that "Learning implies a learner [italics added] (or learners)" (p. 66). She recognizes that learning, and the process of learning, is influenced by individuals' frames of mind that have been shaped by their past and current experiences and reflections on those experiences. Rather than passively receiving information, individuals construct and reconstruct knowledge to form their own mental models of the world (see Dewey, 1933; Freire, 1970; Piaget, 1975).

A third claim about learning asserted by Neumann (2005a, 2009a) is that context , particularly the context of individuals' communities, shapes learning. Neumann (2005a) defined context as "sets of interlinked social, cultural, intellectual, and personal affordances (and patterns or absence thereof) within which a focal learning and developing person, relationship, or other entity is nested" (p. 75). Similarly, Lattuca and Creamer (2005) viewed learning as "the personal and shared construction of knowledge," and they noted that "much of what we learn, we learn from our interactions with others" (p. 4).
Defining Scholarly Learning

Neumann (2009a) defines scholarly learning as faculty members'"engagement with a subject that means a great deal to them or to which they have committed themselves deeply throughout their lives" (p. 2). The key aspect of scholarly learning is that it focuses on the disciplinary knowledge of a faculty member's expertise, including knowledge and skills within a subject matter and its related interdisciplinary work (Gonzales & Rincones, 2012; Lattuca, 2001). Scholarly learning contrasts with other forms of learning, such as learning of an instrumental nature in which faculty members acquire knowledge and skills that are related to their careers but are not connected to their subject matter expertise (e.g., ho

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