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Call for Book Chapters: Faculty Peer Coaching in Higher EducationFaculty Peer Coaching in Higher Education: Opportunities, Explorations, and Research from the Field Edited by: Kristin N. Rainville, Sacred Heart University David Title, Sacred Heart University Cynthia G. Desrochers, California State University (CSU), Northridge A volume in the Transforming Teaching and Learning in Higher Education Series This volume of the Transforming Teaching and Learning in Higher Education Series will focus on faculty peer coaching initiatives in higher education. Peer coaching initiatives are occurring across disciplines at many universities and colleges, yet research describing these initiatives and the impact peer coaching can have at the student, classroom and institutional levels is not widespread. Peer coaching, which first emerged in education research by Joyce & Showers (1982), can be described as a dynamic process that facilitates the transfer of faculty development efforts into the explicit teaching-learning practices in university classrooms. Peer coaching can improve instructional practice at scale through 1) a shared vision of effective instruction 2) a group of faculty members’ shared commitment to improvements in practice 3) a series of peer observations and feedback based on evidence gathered during classroom visits (virtual or in person) and 4) a psychologically safe environment where colleagues examine their practices completely separated from any formal supervision or evaluation process. The editors invite chapter proposals investigating or describing faculty peer coaching in higher education. Contributions may include research or practice pieces that: describe peer coaching initiatives across different fields of study and within dynamic and flexible teaching and learning models, provide a framework for peer coaching, show the impact of coaching on teaching practices or student learning, or describe how peer coaching initiatives can lead to institutional change. Topics of Interest include: • Design and methods of Peer Coaching Initiative • Faculty Peer Coaching in Classrooms and Clinical Settings • Impact of Peer Coaching Initiatives on Faculty • Impact of Peer Coaching on Student Learning • Peer Coaching of Online Teaching and Learning • Models of Effective Teaching in Use • Overcoming Obstacles to Implementing Peer Coaching • Peer Coaching as Catalyst to University-wide Initiatives Proposals: Authors interested in submitting a chapter for this edited book should submit a chapter proposal that includes authors’ names, affiliations, contact information, a tentative title and abstract (200-250 words). Include a 1-3-page outline of the proposed chapter. Please include an additional page with a brief biography of each author (200-250 words) and relevant professional publications. All proposals should be sent as a word file to: Kristin Rainville at: peercoachingeditedbook@gmail.com. Chapter Submission: Authors of accepted proposals will be notified by September 30, 2021, about the status of their submission and sent chapter guidelines. Full chapters, ranging from 7,000 to 8,000 words in Times New Roman 12, double-spaced text, inclusive of title, abstract, manuscript, and references, should be submitted as a Microsoft Word email attachment by December 31, 2021. Manuscripts should conform to 7th edition APA style conventions. See Author Guidelines at http://www.infoagepub.com/guidelines.html. Graphics and images may be included. Send Inquiries to: Kristin Rainville at rainvillek@sacredheart.edu or peercoachingeditedbook@gmail.com https://www.infoagepub.com/series/Transforming-Teaching-and-Learning-in-Higher-Education Dates: 8/4/2021 - 9/15/2021 |
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