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Preparing 21st-Century Faculty to Engage 21st-Century Learners: The Incentives and Rewards for Online Pedagogies
Abstract
This chapter provides a constructive critique of the gap between the institutional rhetoric of technology and the academic reality of delivering curriculum digitally. As part of the analysis of the material conditions within the academy that inhibit the development of engaged online pedagogies, including ones with the potential for service-learning and community literacy components, this chapter establishes benchmarks for both institutions and units, not only to assess and sustain the success of such initiatives, but also to foster the professional development training of current and facilitate faculty to foster online learning as an important example of the scholarship of teaching, learning, and engagement. Ultimately, 21st-century colleges and universities need to develop ways to align technology with both pedagogy and policy to bridge the divide between the academy and the community to maintain relevance in both realms in the digital age.
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