In from the Margins: The Essential Role of Faculty in Transforming a Professional Studies Unit into an Academic Department

Autor/in	Blair, Anthony L.
Titel	In from the Margins: The Essential Role of Faculty in Transforming a Professional Studies Unit into an Academic Department
Quelle	In: Journal of Continuing Higher Education, 58 (2010) 1, S.31-39 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-7363
Schlagwörter	Learning Experience; College Faculty; Part Time Faculty; Accreditation (Institutions); Credibility; Case Studies; Adults; Departments; Higher Education; Nontraditional Education; Intellectual Disciplines; Adult Students; Models; Tenure; Adult Education; Enrollment; Educational Environment; Evaluation; Pennsylvania + Suchen Sie Ihr Suchwort? Lernerfahrung; Fakultät; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Glaubwürdigkeit; Case study; Fallstudie; Case Study; Department; Abteilung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Non-traditional education; Alternative Erziehung; Geisteswissenschaften; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Analogiemodell; Amtszeit; Beschäftigungsdauer; Education; Adult basic education; Adult training; Erwachsenenbildung; Einschulung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Evaluierung
Abstract	The article addresses the effective use of full-time and part-time faculty in transforming an institutionalized marginalized professional studies unit into an academic unit with greater academic credibility, as perceived by traditional colleagues and accreditors. Recommendations are supported by a case study narrative from the experiences of the author's own institution, an early adopter of nontraditional academic programs that has made a challenging but largely successful transition from an administration-driven, academically-suspect environment to one in which full-time faculty and part-time practitioners collaborate together to provide a high quality, relevant, and credible learning experience for working adults. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10