From the Halls of Harvard to the Age of the Networker

Author:

Sanford Amy Aldridge1ORCID,Smith Kellie W.1

Affiliation:

1. Texas A&M University, Corpus Christi, USA

Abstract

Professional development in U.S. higher education was operationalized with sabbatical leaves for 150 years but has rapidly evolved through five ages since then – from conference attendance during the Age of the Scholar (1950s-60s) to the centrality of centers of teaching and learning in today's Age of the Networker (2000s-2010s). It continues to be influenced by everchanging professoriate and student populations, beginning with the introduction of the GI Bill and in the mid-20th century to the modern dependence of contingent faculty. Over the years, tenure lines have decreased, more students work full time, lawmakers and other stakeholders are more critical of colleges and universities, and students are less prepared academically but are more savvy with social justice. Faculty developers must carefully consider all of these matters when planning for the old standbys (e.g., new faculty orientation, navigating course management systems) and looking to what is needed for the future (e.g., accessible design, self-care, legislative mandates).

Publisher

IGI Global

Reference104 articles.

1. American Association of University Professors. (2016, March 22). Statement on “Academic Analytics” and research metrics. Retrieved from: https://www.aaup.org/file/AcademicAnalytics_statement.pdf

2. Americans with Disabilities Act. (2009). Americans with Disabilities Act of 1990, as amended. Retrieved from the Americans with Disabilities Act website: https://www.ada.gov/pubs/ada.htm

3. Barshay, J. (2018, September 10). College students predicted to fall by more than 15% after the year 2025. Retrieved from: https://hechingerreport.org/college-students-predicted-to-fall-by-more-than-15-after-the-year-2025/

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