The collaboration, the coming together, and the respectful recognition of the different strengths, weaknesses, and opportunities between persons of different generations.
Published in Chapter:
Intergenerational Relations That Guide Educational Planning: Perspectives on the University Course Experience
Caroline M. Crawford (University of Houston-Clear Lake, USA),
Billi L. Bromer (Brenau University, USA),
Noran L. Moffett (Fayetteville State University, USA),
Sharon K. Andrews (University of Houston-Clear Lake, USA), Virginia Dickenson (Independent Researcher, USA),
Janice Moore Newsum (University of Houston-Clear Lake, USA),
Jennifer K. Young Wallace (Jackson State University, USA), and James Dillard (University of Calgary, Canada)
Copyright: © 2023
|Pages: 40
DOI: 10.4018/978-1-6684-8888-1.ch002
Abstract
The university faculty instructor is a curiously stealth yet dynamic pilar of academia. With the threefold expectations of teaching, research, and service responsibilities, one may imagine that the instruction may be less important than the other contractual obligations. As reflected through this study's findings, such assumptions would be far afield from the reality of hard work, focused effort, and time allocation that each faculty member focuses upon their instructional efforts. The findings respond to four areas of instructional impact: assessment, instructor-sustained emotional engagement, instructional shifts in expertise and generational intermixing, as well as potential recognition of a noble academic growing into their professorial strengths while the students retain their traditional as well as non-traditional age range in the classroom experience. Equally impactful is the university student perspective that encompasses a thoughtfully articulate and analytic stance.