Professing Reform While Seeking Acceptance: The Dilemmas of Teaching Accelerated Courses in Higher Education

Abstract

This article describes the findings of a qualitative study that investigated the perceptions and views of faculty teaching adult accelerated courses. The analysis of the data revealed two overarching themes relating to the incorporation of innovative practice. It was discovered that these experienced faculty members all came to see their teaching in a different light. However, as they experimented and adopted new approaches, they also experienced intense professional isolation from their colleagues. We explore the meaning that these faculty members ascribe to their participation in an innovative program and the impact that these innovations have on faculty life.

Keywords:

• accelerated courses
• adult higher education
• faculty
• innovation
• marginalization