Strengthening Professional Development: Lessons from the Program for Faculty Renewal at Stanford

Menges, Robert J.; Mathis, B. Claude; Halliburton, David; Marincovich, Michele; Svinicki, Marilla D.

doi:10.2307/1981680

Cited by 7 publications

(4 citation statements)

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“…Because peer coaching is formative in nature, it aligns with the kinds of evaluative activities that have a positive influence on morale and collegiality (Keig and Waggoner 1994;Menges et al 1988). Additionally, these authors link engagement in formative peer activities with Erikson's developmental processes related to generativity, productivity, and creativity.…”

Section: Generativitymentioning

confidence: 99%

Peer Coaching: Professional Development for Experienced Faculty

2007

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The professoriate, as a whole, is growing older and more experienced; yet institutions often overlook the professional development needs of mid-career and senior faculty. This article, based on a review of the literature and the development of a peer coaching project, examines peer coaching as a professional development opportunity for experienced faculty that meets many of their immediate needs and offers a variety of longer-term benefits to their institution. Six recommendations for creating a peer coaching program emerge from the literature and the authors' experience.

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Section: Generativitymentioning

confidence: 99%

Peer Coaching: Professional Development for Experienced Faculty

2007

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“…The work of Baldwin and Blackburn ( 1981 ) and Rice ( 1984 ) not only forged a strong foundation from which to understand and study the faculty career; their research also informed faculty development practice by drawing attention to the ways in which faculty programming could be organized to better support the multifaceted nature of the faculty career. In this section, we highlight research by Menges et al ( 1988 ) who shared findings from Stanford University’s Program for Faculty Renewal, which focused on mid-career faculty, followed by an examination of professional education in the 1980s in meeting the needs of mid-career faculty members.…”

Section: S: the Foundation For The Study Of Mid-career Facultymentioning

confidence: 99%

“…Established in 1975 from the Lilly Endowment, and later by the Andrew W. Mellon Foundation in 1979, the purpose of the Program for Faculty Renewal at Stanford University was to support faculty members and to provide an “opportunity to revitalize scholarly commitments through contact, study, and discussion with colleagues from Stanford and other postsecondary institutions” (Menges et al 1988 , p. 292) that offered targeted supports for mid-career faculty members. Faculty from across all institution types participated, resulting in over 400 participants engaging in one or more components of the program from 1979 through 1984.…”

Section: S: the Foundation For The Study Of Mid-career Facultymentioning

confidence: 99%

A Mid-Career Faculty Agenda

Baker¹,

Manning²

2021

Higher Education: Handbook of Theory and Research

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Described as the “bridge between faculty generations” (Baldwin and Chang, Liberal Education, 92 (4), 28–35, 2006), mid-career faculty members play an important role in colleges and universities. Mid-career faculty members serve as mentors to early career colleagues and occupy critical leadership roles, formal and informal, on their respective campuses (Baker et al. Developing faculty in liberal arts colleges: Aligning individual needs and organizational goals . New Brunswick: Rutgers University Press, 2017a, 2018). Yet, mid-career faculty members often assume these roles with little to no support to be successful in these roles and often to the detriment of their own career advancement (Baker, Lunsford, Pifer; Ward and Wolf-Wendel, Academic motherhood: How faculty manage work and family . New Brunswick: Rutgers University Press, 2012). Despite the importance of mid-career faculty to a thriving academy, there is an opportunity for those tasked with faculty development responsibilities to better understand the experiences of their mid-career faculties, particularly women and other underrepresented academics, and to provide appropriate and adequate career-stage-specific supports. An important question arises: how can colleges and universities better support their mid-career faculty? This chapter presents a meta-synthesis of four decades of research and practice focused on mid-career faculty and offers an agenda moving forward to better serve this faculty population.

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“…Lee Shulman (1990) argues that scholarship and teaching are inextricably combined within the disciplines, that the content to be taught has a critical impact on how it is presented. Situating teaching improvement within specific disciplines is exemplified in the Program for Faculty Renewal at Stanford (Menges, Mathis, Halliburton, Marincovich, & Svinicki, 1988). While the program focused on disciplinary content rather than teaching skills:…”

Section: Assist Faculty In Developing Their General Professional Skillsmentioning

confidence: 99%

Integrating Teaching and Research: A Multidimensional Career Model

Mann

1990

To Improve the Academy

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Strengthening Professional Development: Lessons from the Program for Faculty Renewal at Stanford

Cited by 7 publications

References 0 publications

Peer Coaching: Professional Development for Experienced Faculty

Peer Coaching: Professional Development for Experienced Faculty

A Mid-Career Faculty Agenda

Integrating Teaching and Research: A Multidimensional Career Model

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