Publication Date
2023
Journal or Book Title
Journal of the Professoriate
Abstract
Faculty careers come with formal and informal expectations for how faculty should behave. This study investigates how faculty discover these expectations using an adult learning theory lens. Phenomenological interviews with faculty were conducted to identify themes in their learning. Diverse experiences from faculty of different fields and ranks were included. Key themes that emerged from our study include missing information, diversity of faculty work, emotional labor, and exceptional circumstances as a result of the pandemic. We found that adult learning theory explained certain aspects of faculty learning behaviors; however, andragogy did not address socio-emotional aspects of the learning process.
ISSN
1556-7699
Author ORCID Identifier
https://orcid.org/0000-0002-7988-7040
https://orcid.org/0000-0002-6110-7050
Volume
14
Issue
1
License
UMass Amherst Open Access Policy
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Recommended Citation
Bano, Sara and Fitzgerald, Sarah Rose, "Becoming a Professor: Exploring New Faculty Learning" (2023). Journal of the Professoriate. 109.
Retrieved from https://scholarworks.umass.edu/librarian_pubs/109
