2013 Annual Conference
November 5–8, 2013
Lexington, KY
It is time to review the schedule for the placement of your session in the AAACE Agenda. This is the final draft of the Schedule. When you look up your name, use the detail listing to check what days/times you asked to be placed. This is a huge program and we can accommodate necessary changes in day and time now, but may not be able to do so after September 1, 2013 except in emergencies. Please carefully check your placement and send any requests to Ginger Phillips, AAACE Conference Planner with AAACE Session Change Request in the subject line. We will respond to your email, but it may take us up to a week to do so. Thanks for your help in "fine tuning" this agenda!
Negotiating Space: Challenges Expressed by Faculty Who Teach Adult Accelerated Courses
Type of Presentation
Concurrent Session (45 minutes)
Session Abstract
This study examined the experiences of faculty who teach accelerated courses. Participants described the isolation when teaching accelerated courses. Individual and institutional recommendations are explored.
Target Audience
This session would be most helpful for faculty who teach accelerated courses for adults, as well as program administrators.
It would also be of interest to those working in faculty development.
Learning Outcomes
This session will summarize the findings of a qualitative study exploring the the experience of faculty who teach accelerated courses. Teaching these courses often led the participants to experience isolation and marginalization within their institutions.Attendees will learn the findings of this study and how it connects with previous research. Suggestions will be provided on how individuals and institutions might address such concerns.
Session Description
Findings of a qualitative study of faculty who teach accelerated courses shed light on the marginalization these faculty often experience. Traditionally, those teaching within higher education settings are discipline-driven. Rarely, at least according to the research, do faculty members view themselves as educators. Yet, it is interesting to note that the individuals interviewed for this study are primarily concerned with their role as educators. Their sense of innovative practice comes from their involvement with accelerated programs. Unfortunately this new identity, along with organizational challenges, led to a feeling of isolation from their more traditional colleagues. The findings of this study will be shared with attendees, along with thoughts on what leads to this isolation and how it might be addressed individually and institutionally.
Efforts are made to try to schedule sessions on the day preferred by the Primary Presenter, though this cannot be guaranteed. Please check your preference.
Thursday November 7
Primary Presenter
Dr Carrie Johnson, Eastern Illinois University
Work Title
Director, B.A. in General Studies