Aimee LaPointe Terosky

TL;DR: The ASHE Higher Education Report as mentioned in this paper reviewed and synthesized recent research on faculty demographics, appointment types, work life, and reward systems, as well as major theoretical perspectives useful to researchers who study faculty work, careers, and professional development.

TL;DR: This paper found that immediately after tenure, faculty service increases, sometimes sharply, and that professors can turn increases into opportunities to improve their scholarly knowledge or to extend their understanding of the university or themselves.

TL;DR: In this paper, the authors examined associate women professors' sense of agency in career advancement from the rank of associate to full and found that the influences of workload alignment, interactions with on-campus colleagues, and sense of fit between personal values and institutional promotion criteria constrained their sense of autonomy.

TL;DR: In this paper, the experiences of urban, public school principals noted for their instructional leadership and highlights a leadership approach grounded in a learning imperative are examined, and a leadership model grounded in the learning imperative is presented.

TL;DR: This paper examined the experiences of seven tenure-track and non-tenure track current/future online faculty through the conceptual lenses of sense of community (McMillan & Chavis, 1986) and collegiality (Gappa, Austin, & Trice, 2007).