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Developing New Faculty Voice and Agency through Trustful, Overlapping, Faculty-Faculty and Student-Faculty Conversations

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Title: Developing New Faculty Voice and Agency through Trustful, Overlapping, Faculty-Faculty and Student-Faculty Conversations
Language: English
Authors: Cook-Sather, Alison, Hong, Emily, Moss, Tamarah, Williamson, Adam
Source: International Journal for Academic Development. 2021 26(3):347-359.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 13
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Teacher Attitudes, Professional Autonomy, Trust (Psychology), Interprofessional Relationship, Teacher Student Relationship, Partnerships in Education, Faculty Development, College Faculty, Educational Change
DOI: 10.1080/1360144X.2021.1947296
ISSN: 1360-144X
Abstract: Faculty-faculty conversations and student-faculty conversations typically unfold as separate forms of faculty learning. We present an approach to new faculty development through which faculty-faculty conversations in pedagogy seminars overlap with student-faculty conversations in pedagogical partnerships. Writing as three new faculty members and one academic developer in a bi-college consortium, we review scholarship on building trustful conversation in faculty development; present the overlapping forms of faculty-faculty and student-faculty conversation that constitute our approach; share how the three new faculty members developed voice and agency in their pedagogical practices; and note both challenges and other versions of this approach.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1309767
Database: ERIC
FullText Text:
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  Data: Developing New Faculty Voice and Agency through Trustful, Overlapping, Faculty-Faculty and Student-Faculty Conversations
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: 13
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  Data: Faculty-faculty conversations and student-faculty conversations typically unfold as separate forms of faculty learning. We present an approach to new faculty development through which faculty-faculty conversations in pedagogy seminars overlap with student-faculty conversations in pedagogical partnerships. Writing as three new faculty members and one academic developer in a bi-college consortium, we review scholarship on building trustful conversation in faculty development; present the overlapping forms of faculty-faculty and student-faculty conversation that constitute our approach; share how the three new faculty members developed voice and agency in their pedagogical practices; and note both challenges and other versions of this approach.
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