Improving Access and Inclusion for VITAL Faculty in the Scholarship of Teaching and Learning Through Sustained Professional Development Programs
Author:
Funder
National Science Foundation
Publisher
Springer Science and Business Media LLC
Subject
Education
Link
https://link.springer.com/content/pdf/10.1007/s10755-023-09672-7.pdf
Reference48 articles.
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2. Baldwin, R. G., & Wawrzynski, M. R. (2011). Contingent faculty as teachers: What we know; what we need to know. American Behavioral Scientist, 55(11), 1485–1509. https://doi.org/10.1177/0002764211409194.
3. Banasik, M. D., & Dean, J. L. (2016). Non-tenure track faculty and learning communities: Bridging the divide to enhance teaching quality. Innovative Higher Education, 41(4), 333–342. https://doi.org/10.1007/s10755-015-9351-6.
4. Bond, N. (2015). Developing a faculty learning community for non-tenure track professors. International Journal of Higher Education, 4(4), 1–12. https://doi.org/10.5430/ijhe.v4n4p1.
5. Boyatzis, R. E. (1998). Transforming qualitative information: Thematic analysis and code development. Sage.
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