Understanding Professors of Practice: Leveraging Expertise, Empowering Potential

Autor/inn/en	Ramsay, Crystal M.; Brua, Chas
Titel	Understanding Professors of Practice: Leveraging Expertise, Empowering Potential
Quelle	In: Journal of Faculty Development, 31 (2017) 3, S.25-30 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2153-1900
Schlagwörter	Mixed Methods Research; College Faculty; Profiles; Professional Identity; Prior Learning; Alternative Teacher Certification; Professional Personnel; Semi Structured Interviews; Student Surveys; Teacher Education; School Support; Job Satisfaction; Teacher Motivation; Teaching Experience; Teacher Characteristics; Teacher Background + Suchen Sie Ihr Suchwort? Fakultät; Charakterisierung; Profilanalyse; Vorkenntnisse; Personalbestand; Schülerbefragung; Lehrerausbildung; Lehrerbildung; Schulförderverein; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit
Abstract	Contingent faculty are an increasingly common response to rising costs and growing enrollments (AAUP, 2014). Our research focuses on the small subset of contingent faculty whose institutions label them "Professors of Practice." They come to academia with deep professional/industry experience and leverage their unique knowledge, networks, and perspectives to support student learning and to advance programs. In a two-phase, mixed methods study conducted across two institutions, we explore the nature of Professors of Practice (PoPs): who they are, what they bring to academia, and what resources they need. We make recommendations for faculty developers and department heads/chairs working with PoPs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01