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OVERVIEW OF THE SYMPOSIUM Over
the past two decades, a lively discussion about the work and life of
faculty has taken shape. A first set of issues, prompted in part by the
work of The Carnegie Foundation for the Advancement of Teaching,
focuses on changing faculty roles and rewards in keeping with an
expanded conception of scholarly work. A second set of issues, pursued
through research and action projects funded by the Alfred P. Sloan Foundation, focuses on the balance between faculty work and life.
On
March 16-17, 2006, the Carnegie Foundation, in partnership with the
Sloan Foundation, hosted a meeting to bring these two conversations
together and explore the implications for professional development.
 Symposium
Agenda (PDF)
Symposium
Participants (PDF)
 Pat
Hutchings on the genesis of the meeting (video, 7 minutes)
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QUESTIONS OF BALANCE
Often
the conversation about faculty work and workplace issues revolves
around questions of balance. Mary Taylor Huber, in the opening
symposium panel, reflects on the various forms that balance can take in
an academic career. Huber is the author of Balancing Acts: The Scholarship of Teaching and Learning in Academic Careers.
Mary
Taylor Huber on the idea of balance (video, 5 minutes)
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REFLECTIONS FROM LEE SHULMAN
Carnegie
Foundation president Lee S. Shulman has spent much of his career
studying the professional development of educators. In these remarks
concluding the first day of the symposium, he reflects on changes in
the faculty career, responsibility for student learning, issues of
balance in the lives of students, and the role of imbalance as a source
of faculty creativity and excellence.
Lee
Shulman on faculty careers (video, 14 minutes)
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PRINCIPLES
OF GOOD PRACTICE FOR THE FUTURE OF PROFESSIONAL DEVELOPMENT
This
set of six principles drawn from discussion at the March 16-17
symposium reflects a broad understanding of professional development,
encompassing the full trajectory of the academic career from graduate
education through retirement, and serving both full- and part-time
faculty, with and without tenure-track positions. As academic careers
become more complex and more varied, and as faculty roles and
responsibilities expand, the importance of a creative, sustained
commitment to the ongoing learning and growth of faculty becomes ever
more important.
Six
principles for professional development
- Begin
in college and intensify in graduate school.
- Provide
flexibility for work-and-life issues throughout the academic career.
- Recognize,
develop, and reward multiple talents and contributions.
- Foster
long-term planning and preparation.
- Cultivate
leadership throughout faculty careers.
- Strengthen
networks that encourage learning.
Download
the full "Principles of Good Practice ... " document (PDF)
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ABOUT
THIS REPORT
To cite
this report, including the Principles document, use the following
information:
"Professional
Development for a Changing Academy: Report on a Symposium sponsored
by The Carnegie Foundation for the Advancement of Teaching in partnership
with the Alfred P. Sloan Foundation." By Pat Hutchings, Mary Taylor
Huber, and Chris M. Golde. September 2006. A report prepared for
The Carnegie Foundation for the Advancement of Teaching, Stanford,
CA. www.carnegiefoundation.org/elibrary/professional_development
This report
was released in conjunction with "Integrating Work
and Life: A Vision for a Changing Academy", a Carnegie Perspectives essay, September
2006.
Note:
Video clips on this report require the free Quicktime
plugin.
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AAC&U
Conference on Faculty Work and the New Academy, November 2006