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Author: Kay J. Gillespie Publisher: John Wiley & Sons ISBN: 0470600063 Category : Education Languages : en Pages : 523
Book Description
Since the first edition of A Guide to Faculty Development was published in 2002, the dynamic field of educational and faculty development has undergone many changes. Prepared under the auspices of the Professional and Organizational Development Network in Higher Education (POD), this thoroughly revised, updated, and expanded edition offers a fundamental resource for faculty developers, as well as for faculty and administrators interested in promoting and sustaining faculty development within their institutions. This essential book offers an introduction to the topic, includes twenty-three chapters by leading experts in the field, and provides the most relevant information on a range of faculty development topics including establishing and sustaining a faculty development program; the key issues of assessment, diversity, and technology; and faculty development across institutional types, career stages, and organizations. "This volume contains the gallant story of the emergence of a movement to sustain the vitality of college and university faculty in difficult times. This practical guide draws on the best minds shaping the field, the most productive experience, and elicits the imagination required to reenvision a dynamic future for learning societies in a global context." —R. Eugene Rice, senior scholar, Association of American Colleges and Universities "Across the country, people in higher education are thinking about how to prepare our graduates for a rapidly changing world while supporting our faculty colleagues who grew up in a very different world. Faculty members, academic administrators, and policymakers alike will learn a great deal from this volume about how to put together a successful faculty development program and create a supportive environment for learning in challenging times." —Judith A. Ramaley, president, Winona State University "This is the book on faculty development in higher education. Everyone involved in faculty development—including provosts, deans, department chairs, faculty, and teaching center staff—will learn from the extensive research and the practical wisdom in the Guide." —Peter Felten, president, The POD Network (2010–2011), and director, Center for the Advancement of Teaching and Learning, Elon University
Author: Kay J. Gillespie Publisher: John Wiley & Sons ISBN: 0470600063 Category : Education Languages : en Pages : 523
Book Description
Since the first edition of A Guide to Faculty Development was published in 2002, the dynamic field of educational and faculty development has undergone many changes. Prepared under the auspices of the Professional and Organizational Development Network in Higher Education (POD), this thoroughly revised, updated, and expanded edition offers a fundamental resource for faculty developers, as well as for faculty and administrators interested in promoting and sustaining faculty development within their institutions. This essential book offers an introduction to the topic, includes twenty-three chapters by leading experts in the field, and provides the most relevant information on a range of faculty development topics including establishing and sustaining a faculty development program; the key issues of assessment, diversity, and technology; and faculty development across institutional types, career stages, and organizations. "This volume contains the gallant story of the emergence of a movement to sustain the vitality of college and university faculty in difficult times. This practical guide draws on the best minds shaping the field, the most productive experience, and elicits the imagination required to reenvision a dynamic future for learning societies in a global context." —R. Eugene Rice, senior scholar, Association of American Colleges and Universities "Across the country, people in higher education are thinking about how to prepare our graduates for a rapidly changing world while supporting our faculty colleagues who grew up in a very different world. Faculty members, academic administrators, and policymakers alike will learn a great deal from this volume about how to put together a successful faculty development program and create a supportive environment for learning in challenging times." —Judith A. Ramaley, president, Winona State University "This is the book on faculty development in higher education. Everyone involved in faculty development—including provosts, deans, department chairs, faculty, and teaching center staff—will learn from the extensive research and the practical wisdom in the Guide." —Peter Felten, president, The POD Network (2010–2011), and director, Center for the Advancement of Teaching and Learning, Elon University
Author: Elçi, Alev Publisher: IGI Global ISBN: 1522584773 Category : Education Languages : en Pages : 624
Book Description
Faculty development is currently practiced in a variety of approaches by individuals, committees, and centers of excellence. More research is needed to draw better benefit from these approaches in the impending digital world by taking advantage of digitally enabled teaching and learning. The Handbook of Research on Faculty Development for Digital Teaching and Learning offers holistic and multidisciplinary approaches to enhancing faculty effectiveness in teaching, boosting motivation, extending knowledge, expanding teaching behaviors, and disseminating skills in digital higher education settings. Featuring a broad range of topics such as faculty learning communities (FLCs), virtual learning environments, and professional development, this book is ideal for educators, educational technologists, curriculum developers, higher education staff, school administrators, principals, academicians, practitioners, and graduate students.
Author: Yvonne Steinert Publisher: Springer Science & Business Media ISBN: 9400776128 Category : Education Languages : en Pages : 446
Book Description
This volume addresses all facets of faculty development, including academic and career development, teaching improvement, research capacity building, and leadership development. In addition, it describes a multitude of ways, ranging from workshops to the workplace, in which health professionals can develop their knowledge and skills. By providing an informed and scholarly overview of faculty development, and by describing original content that has not been previously published, this book helps to ensure that research and evidence inform practice, moves the scholarly agenda forward, and promotes dialogue and debate in this evolving field. It will prove an invaluable resource for faculty development program planning, implementation and evaluation, and will help to sustain faculty members’ vitality and commitment to excellence. Kelley M. Skeff, M.D., Ph.D., May 2013: In this text, Steinert and her colleagues have provided a significant contribution to the future of faculty development. In an academic and comprehensive way, the authors have both documented past efforts in faculty development as well as provided guidance and stimuli for the future. The scholarly and well-referenced chapters provide a compendium of methods previously used while emphasizing the expanding areas deserving work. Moreover, the writers consistently elucidate the faculty development process by highlighting the theoretical underpinnings of faculty development and the research conducted. Thus, the book provides an important resource for two major groups, current providers and researchers in faculty development as well as those desiring to enter the field. Both groups of readers can benefit from a reading of the entire book or by delving into their major area of interest and passion. In so doing, they will better understand our successes and our limitations in this emerging field. Faculty development in the health professions has now received attention for 6 decades. Yet, dedicated faculty members trying to address the challenges in medical education and the health care delivery system do not have all the assistance they need to achieve their goals. This book provides a valuable resource towards that end.
Author: Andrea L. Beach Publisher: Taylor & Francis ISBN: 1000977617 Category : Education Languages : en Pages : 200
Book Description
The first decade of the 21st century brought major challenges to higher education, all of which have implications for and impact the future of faculty professional development. This volume provides the field with an important snapshot of faculty development structures, priorities and practices in a period of change, and uses the collective wisdom of those engaged with teaching, learning, and faculty development centers and programs to identify important new directions for practice. Building on their previous study of a decade ago, published under the title of Creating the Future of Faculty Development, the authors explore questions of professional preparation and pathways, programmatic priorities, collaboration, and assessment. Since the publication of this earlier study, the pressures on faculty development have only escalated—demands for greater accountability from regional and disciplinary accreditors, fiscal constraints, increasing diversity in types of faculty appointments, and expansion of new technologies for research and teaching. Centers have been asked to address a wider range of institutional issues and priorities based on these challenges. How have they responded and what strategies should centers be considering? These are the questions this book addresses.For this new study the authors re-surveyed faculty developers on perceived priorities for the field as well as practices and services offered. They also examined more deeply than the earlier study the organization of faculty development, including characteristics of directors; operating budgets and staffing levels of centers; and patterns of collaboration, re-organization and consolidation. In doing so they elicited information on centers’ “signature programs,” and the ways that they assess the impact of their programs on teaching and learning and other key outcomes. What emerges from the findings are what the authors term a new Age of Evidence, influenced by heightened stakeholder interest in the outcomes of undergraduate education and characterized by a focus on assessing the impact of instruction on student learning, of academic programs on student success, and of faculty development in institutional mission priorities. Faculty developers are responding to institutional needs for assessment, at the same time as they are being asked to address a wider range of institutional priorities in areas such as blended and online teaching, diversity, and the scale-up of evidence-based practices. They face the need to broaden their audiences, and address the needs of part-time, non-tenure-track, and graduate student instructors as well as of pre-tenure and post-tenure faculty. They are also feeling increased pressure to demonstrate the “return on investment” of their programs.This book describes how these faculty development and institutional needs and priorities are being addressed through linkages, collaborations, and networks across institutional units; and highlights the increasing role of faculty development professionals as organizational “change agents” at the department and institutional levels, serving as experts on the needs of faculty in larger organizational discussions.
Author: Olga María Alegre de la Rosa Publisher: Nova Science Publishers ISBN: 9781634823166 Category : College teaching Languages : en Pages : 0
Book Description
This book builds on the tradition of concern for university innovation that has characterised higher education throughout the world. It recognises the university needs for continuous development of students and faculty. It involves recommendations applicable to classroom teaching, thus providing a bridge between research and practice. It helps readers meet some university challenges and build effective universities for present times. For all those reasons, we believe that this book is right. The need for renewed focus on innovation in higher education stems from several sources. First, some social and educational agencies are expressing dissatisfaction with the performance of the general higher education system. Although we do not agree with the criticism, many universities around the world assume their responsibility for launching research projects, and programs for promoting quality in teaching and learning within their faculty and community. Second, the world in which universities operate is changing noticeably. Colleges and universities are experiencing basic changes in student admission and placement. In the nearest future the student body will be over 25 years of age. Students will need methodologies to access learning materials and participate in online actions and communications over the Internet at their own convenience. The third reason for a special attention on university innovations comprises market competition in society. Students are annually evaluating the value of any university degree based upon their perceptions on quality in flexible teaching, resources and new educational technologies, campus and classroom learning environments, services and fees. Students are demanding more than a piece of paper as a premium placed on a college degree. They envisage universities must provide the major guide and best way for finding jobs and career progress. Fourth, colleges and universities are encouraging the development of long-distance education and massive open online courses. Government agencies foster competition among institutions, in order to provide powerful mental tools to help students to master tough subjects. Besides, private higher education institutions are emerging and competing for students with those of the public sector. Finally, some books outline improvement processes needed by faculty members to undertake curriculum and teaching innovations. However, very few claim to describe the teaching competencies needed by university faculty who work in higher education classroom settings. Furthermore, universities offering innovation programs and courses use those competencies to identify learning change and teacher and student progress toward curriculum development.
Author: William Condon Publisher: Indiana University Press ISBN: 0253018862 Category : Education Languages : en Pages : 172
Book Description
Colleges and universities across the US have created special initiatives to promote faculty development, but to date there has been little research to determine whether such programs have an impact on students' learning. Faculty Development and Student Learning reports the results of a multi-year study undertaken by faculty at Carleton College and Washington State University to assess how students' learning is affected by faculty members' efforts to become better teachers. Extending recent research in the Scholarship of Teaching and Learning (SoTL) to assessment of faculty development and its effectiveness, the authors show that faculty participation in professional development activities positively affects classroom pedagogy, student learning, and the overall culture of teaching and learning in a college or university.
Author: Verna Josephine Dickson Publisher: ISBN: Category : College teachers Languages : en Pages : 235
Book Description
Using a two-stage, mixed-method strategy of inquiry that follows symbolic interactionism, this study explores professional development/faculty development (PD/FD) practices and perspectives in the university setting. Four Midwestern universities, two public and two private, provided the setting for the research. The primary purpose of this study was to answer the question: What is the experience university professors have with professional development/faculty development (PD/FD). The literature presents many studies for K-12 and community college faculties; however, there is a need to study the topic within the university subculture. On-campus PD/FD programs offer faculty opportunities to improve and expand their teaching methodologies yet not all faculty participate. In Phase One, 180 faculty members representing five academic ranks from various disciplines in the College of Arts and Sciences were invited to complete a Faculty Questionnaire concerning their PD/FD practice and perspectives. In Phase Two, faculty participants (n = 9), who came from a convenience sampling of Phase One participants, shared their experience during face-to-face interviews that followed a semi-structure protocol. Although the initial response rate was 36% with 54 participants, only 32 surveys, 21.3% of the total mailing, met the delimitations. Additionally, 22 % reported that they do not currently participate in on-campus PD/FD programs because they either do not believe the programs meet their needs or they believe the programs are elementary in nature. The results of this study are in agreement with the literature reviewed. Using inductive thematic analysis, PD/FD experiences may be classified along a time continuum from the developing faculty member's Teaching Assistant (TA) experience, where critical self-reflection and commitment to teaching develop, to the senior professor, where obtaining tenure and promotions take precedence. There are three main areas of perceived learning needs: research, pedagogy, and administrative-functions-related topics. With regard to pedagogy, for change to occur in the classroom from PD/FD programs three conditions are primary: positive role models from faculty, supervisors, or mentors; openness to change; and feedback or social interactions with students, other faculty, and administrators. One's self-directed learning practices and personal philosophy also contribute to faculties' attitude and participation in PD/FD. Recommendations for further studies are suggested.
Author: Mary Deane Sorcinelli Publisher: Jossey-Bass ISBN: Category : Education Languages : en Pages : 272
Book Description
Efforts to support and enrich faculty work—particularly in a changing context—are critically important to faculty members, institutional leaders, and higher education itself. This book surveys faculty development from its beginnings, summarizes the challenges and pressures now facing developers and higher education as a whole, and proposes an agenda for the future of faculty development. Based on a study of nearly 500 faculty developers from all institutional types, this book offers a vision of what the field might become, addressing several key issues such as the structural variations among faculty development programs; the goals, purposes, and models that guide and influence program development; and the top challenges facing faculty members, institutions, and faculty development programs. Contents include: The Evolution of Faculty Development A Portrait of Current Faculty Development: Personnel and Programs Influences on Developers and Programs Current Issues Addressed by Faculty Development Services Future Priorities for Faculty Development Future Directions for Faculty Development: Open-Ended Responses Faculty Development in the Age of the Network
Author: C. William McKee Publisher: John Wiley & Sons ISBN: 1118648331 Category : Education Languages : en Pages : 133
Book Description
With pedagogical philosophy and practice changing significantly, faculty development has become much more important. Each chapter in this volume identifies particular areas of opportunity, and although the authors recognize that not every initiative suggested can be implemented by all institutions—circumstances such as institutional mission, available resources, and governance issues will dictate that—it is their hope that every reader will be able to glean details that might provide a spark or fan a flame on campus. As educators themselves, McKee, Johnson, Ritchie, and Tew invite you to consider the challenges, explore the possibilities, and join them on the journey. This is the 133rd volume of this Jossey-Bass higher education series. New Directions for Teaching and Learning offers a comprehensive range of ideas and techniques for improving college teaching based on the experience of seasoned instructors and the latest findings of educational and psychological researchers.
Author: Kay J. Gillespie
Author: Kay J. Gillespie
Author: Elçi, Alev
Author: Yvonne Steinert
Author: Andrea L. Beach
Author: William H. Bergquist
Author: Olga María Alegre de la Rosa
Author: William Condon
Author: Verna Josephine Dickson
Author: Mary Deane Sorcinelli
Author: C. William McKee