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Handbook of STEM Faculty Development

Edited by:
Sandra M. Linder, Clemson University
Cindy Lee, Clemson University
Karen High, Clemson University

Call for Papers or Manuscripts

Faculty in the science, technology, engineering, and mathematics (STEM) disciplines face intensifying pressures in the 21st century, including multiple roles as educator, researcher, and entrepreneur. In addition to continuously increasing teaching and service expectations, faculty are engaged in substantive research that requires securing external funding, mentoring other faculty and graduate students, and disseminating this work in a broad range of scholarly outlets. Societal needs of their expertise include discovery, innovation, and workforce development. It is critical to provide STEM faculty with the professional development to support their complex roles and to base this development on evidence derived from research. This edited handbook provides STEM faculty, STEM researchers, educational researchers, professional development providers, higher education administrators and other stakeholders with an opportunity to share studies and/or experiences that explore STEM faculty development (FD) in higher education settings. More specifically, we encourage work that examines professional development planning, techniques/models, experiences, and outcomes focused on supporting the teaching, research, service, and/or leadership responsibilities of STEM faculty. We particularly encourage submissions examining these roles and responsibilities within higher education from a holistic point of view, crosscutting teaching, research, service, and leadership.

Topics of interest include:
We seek book chapters that address any of these topics by providing deep descriptions/analyses of current practices related to STEM faculty development in higher education settings.

INPUTS: The STEM faculty development inputs construct focuses on topics related to the characteristics of faculty members and institutions that serve as barriers or supports to the adoption and implementation of holistic STEM faculty development programs. Questions around this topic might include (but are not limited to):

• What barriers/supports exist for STEM faculty? How are these barriers/supports being addressed through STEM FD?
• How do contexts (e.g. economic, political, historical) influence faculty/administrative needs related to STEM FD?
• How do demographics (e.g. gender, ethnicity, age, family background) influence faculty/administrative needs related to STEM FD?

MECHANISMS: The STEM faculty development mechanisms/processes construct focuses on topics related to the actual implementation of STEM faculty development and we consider the potential models or structures of STEM faculty development that are currently in place or conceptualized in theory. Questions around this topic might include (but are not limited to):

• What are the processes for developing models of STEM FD?
• What theoretical frameworks best inform STEM FD mechanisms?
• What are effective models of STEM FD? How is effectiveness determined?
• What are characteristics of STEM FD facilitators?
• How do STEM FD mechanisms motivated faculty?
• What roles do stakeholders (e.g. faculty, administration, consultants, etc.) play within STEM FD mechanisms?

OUTPUTS: The STEM faculty development outputs construct focuses on how to best understand the influence of STEM faculty development on identity in relation to faculty development, and how faculty development influences overall faculty wellbeing, career satisfaction, work-life balance, etc. Questions around this topic might include (but are not limited to):

• How has STEM FD influenced higher education practices and settings?
• What are appropriate output measures and how are they used in practice?
• How does STEM FD influence faculty well-being?
• What are participant perceptions of STEM FD?
• What collaborations emerge from STEM FD?
• How does STEM FD affect undergraduate or graduate students?
• How does STEM FD affect other STEM stakeholders (e.g. administration, business, community)?

Chapters might also explore the following topics:

• Holistic approaches to STEM FD (those that crosscut research, teaching, service, and/or leadership)
• STEM FD in research-oriented settings compared to teaching-oriented settings
• Dispositions towards STEM FD
• Issues of equity and diversity related to STEM FD
• Influence of external pressures (e.g. tenure and promotion) related to STEM FD
• Longitudinal outcomes related to STEM FD
• Multi-institution approaches to STEM FD

Proposal:
Interested authors should submit an abstract of no more than 500 words in length by February 28, 2021. The abstract should provide a list of all authors and affiliations, an overview of the proposed chapter including purpose/objective, theoretical framework or perspective, research (if applicable), findings/anticipated findings, and scholarly significance of chapter. If possible, please identify the construct (inputs, mechanisms, outputs) that best aligns with the proposed chapter. The abstract should be submitted as a Word document. The file name should match the proposed chapter. To submit your abstract, please attach it to an email with STEM FD Handbook in the subject line. Make sure you include all of the following individuals on the same email:

Sandy Linder: sandram@clemson.edu
Cindy Lee: LC@clemson.edu
Karen High: khigh@clemson.edu

Chapter Submission:
Authors of accepted proposals will be notified by April 1, 2021 about the status of their submission and sent chapter guidelines. Each accepted proposal should result in a book chapter that is between 15 and 20 pages. All formatting for chapters should adhere to the 7th Edition of APA. All chapters should be written using Times New Roman 12 font, 1.5 line spacing, 1- inch margins - including all references, figures/tables/charts.

Tentative Schedule for Publication:

Abstract Submissions: February 28, 2021

Notification of invite to submit chapter: April 1, 2021

Submission of book chapter: June 1, 2021

Peer Reviews of book chapter manuscripts: June 15-July 15, 2021

Receipt by editors of final draft of book chapters: October 1, 2021

Final book submitted to publisher: January 15, 2022

Anticipated publication: Spring 2022

Send Inquiries to: Sandra Linder (sandram@clemson.edu)

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