https://orcid.org/0000-0001-5910-3045
References
- Banasik, M. D., & Dean, J. L. (2016). Non-tenure track faculty and learning communities: Bridging the divide to enhance teaching quality. Innovative Higher Education, 41(4), 333–342. https://doi.org/10.1007/s10755-015-9351-6
- Cox, M. D. (2004). Introduction to faculty learning communities. New Directions for Teaching and Learning, 2004(97), 5–23. https://doi.org/10.1002/tl.129
- Kezar, A., & Maxey, D. (Eds.). (2012). Embracing non-tenure-track faculty: Changing campuses for the new faculty majority. Routledge.
- King, M. (2021). Social chemistry: Decoding the patterns of human connection. Dutton.
- O’Meara, K., & Terosky, A. (2010). Engendering faculty professional growth. Change, the Magazine of Higher Learning, 42(6), 44–51. https://doi.org/10.1080/00091383.2010.523408
- Parkinson, T., McDonald, K., & Quinlan, K. M. (2020). Reconceptualising academic development as community development: Lessons from working with Syrian academics in exile. Higher Education, 79(2), 183–201. https://doi.org/10.1007/s10734-019-00404-5
- Pullias Center for Higher Education. (n.d.). Building a sense of belonging for non tenure-track faculty across campuses in the Lehigh Valley. https://pullias.usc.edu/download/building-a-sense-of-belonging-for-non-tenure-track-faculty-across-campuses-in-the-lehigh-valley-consortium/