Faculty in the science, technology, engineering, and mathematics
(STEM) disciplines face intensifying pressures in the 21st century,
including multiple roles as educator, researcher, and entrepreneur.
In addition to continuously increasing teaching and service
expectations, faculty are engaged in substantive research that
requires securing external funding, mentoring other faculty and
graduate students, and disseminating this work in a broad range of
scholarly outlets. Societal needs of their expertise include
discovery, innovation, and workforce development. It is critical to
provide STEM faculty with the professional development to support
their complex roles and to base this development on evidence
derived from research. This edited handbook provides STEM
stakeholders with an opportunity to share studies and/or
experiences that explore STEM faculty development (FD) in higher
education settings. More specifically, we include work that
examines faculty development planning, techniques/models,
experiences, and outcomes focused on supporting the teaching,
research, service, and leadership responsibilities of STEM faculty.
The Handbook is suited for researchers and practitioners in STEM,
STEM Education, Mathematics, Science, Technology, and Engineering
disciplines. It is also suited towards faculty developers, higher
education administrators, funding agencies, industry leaders, and
the STEM community at large. This handbook is organized around
three constructs (INPUTS, MECHANISMS, and OUTPUTS). The STEM
faculty development inputs construct focuses on topics related to
the characteristics of faculty members and institutions that serve
as barriers or supports to the adoption and implementation of
holistic STEM faculty development programs. Questions addressed in
the handbook around this topic include: What barriers/supports
exist for STEM faculty? How are these barriers/supports being
addressed through STEM FD? How do contexts (e.g., economic,
political, historical) influence faculty/ administrative needs
related to STEM FD? How do demographics (e.g., gender, ethnicity,
age, family background) influence faculty/administrative needs
related to STEM FD? The STEM faculty development mechanisms
construct focuses on topics related to the actual implementation of
STEM faculty development and we consider the potential models or
structures of STEM faculty development that are currently in place
or conceptualized in theory. Questions addressed in the handbook
around this topic include: What are the processes for developing
models of STEM FD? What are effective models of STEM FD? How is
effectiveness determined? What roles do stakeholders (e.g.,
faculty, administration, consultants) play within STEM FD
mechanisms? The STEM faculty development outputs construct focuses
on how to best understand the influence of STEM faculty development
on outcomes such as productivity, teacher quality, and identity in
relation to faculty development. Questions addressed in the
handbook around this topic include: How has STEM FD influenced
higher education practices and settings? What are appropriate
output measures and how are they used in practice? What
collaborations emerge from STEM FD? How does STEM FD affect other
STEM stakeholders (e.g. students, administration, business,
community)? The aim for this handbook was to examine the
multifaceted demands of faculty roles, and together with members of
the STEM education community, envision pathways through which
universities and individuals may support STEM colleagues,
regardless of their experience or rank, to enjoy long and
satisfying careers. Our hope is for these chapters to aid readers
in deep reflection on challenges faculty face, to contemplate
adaptations of models presented, and to draw inspiration for
creating or engaging in new professional development programs.
Chapters across this handbook highlight a variety of institutional
contexts from 2-year technical colleges, to teaching-focused
institutions, in addition to research-centric settings. Some
chapters focus primarily on teaching and learning practices and
offer models for improving STEM instruction. Others focus on
barriers that emerge for STEM faculty when trying to engage in
development experiences. There are chapters that examine tenure
structures in relation to faculty development and how STEM FD
efforts could support research endeavors. Mentorship and leadership
models are also addressed along with a focus on equity issues that
permeate higher education and impact STEM FD. It is our sincere
hope that this Handbook sparks increased discourse and continued
explorations related to STEM FD, and in particular, the intentional
focus of faculty development initiatives to extend to the many
facets of academic life.
General
Is the information for this product incomplete, wrong or inappropriate?
Let us know about it.
Does this product have an incorrect or missing image?
Send us a new image.
Is this product missing categories?
Add more categories.
Review This Product
No reviews yet - be the first to create one!
Welcome to Loot.co.za!
Sign in / Register |Wishlists & Gift Vouchers |Help | Advanced search
(1)
(1)
