Description

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.

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