Perceptions of Faculty Development Practices and Structures that Influence Teaching at High Performance Colleges and Universities PDF Download

Author: Barbara A. Bates
Publisher:
ISBN:
Category : Career development
Languages : en
Pages : 464

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Author: Andrea L. Beach
Publisher: Taylor & Francis
ISBN: 1000977617
Category : Education
Languages : en
Pages : 200

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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: C. William McKee
Publisher: John Wiley & Sons
ISBN: 1118648331
Category : Education
Languages : en
Pages : 133

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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
Publisher: John Wiley & Sons
ISBN: 0470600063
Category : Education
Languages : en
Pages : 523

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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: Olga María Alegre de la Rosa
Publisher:
ISBN: 9781634823173
Category : College teaching
Languages : en
Pages : 350

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Book Description
This book builds on the tradition of concern for university innovation that has characterized higher education throughout the world. It recognizes 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: Hillary M. Glauser-Patton
Publisher:
ISBN: 9781124302997
Category : College teaching
Languages : en
Pages : 127

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Book Description
Faculty development occurs at every level, and it occurs most commonly as the pursuit of one goal--improving teaching in order to improve learning. It has been well demonstrated in literature that the manner(s) in which a professor handles his or her instruction have the ability to influence student learning. And yet, university classrooms all over America are populated with professors who may have developed a substantial knowledge of and or expertise in their respective disciplines, but who may have very little training on how to teach what they know. Faculty development experiences come to bear on this issue. Faculty development can be a useful tool in regards to promoting good pedagogy, which ideally leads to effective classroom instruction. This study is a descriptive case study which proposed to understand how eighteen university professors perceive and practice application for faculty development funds, experience faculty development opportunities, and implement what they have learned from faculty development opportunities into their own body of knowledge and in their teaching. The professors' thoughts were collected via interviews. The case study contains profiles of the context in which each of the participating professors' were working as well as descriptions and their perceptions of the process by which they incorporated what they have learned from faculty development opportunities into their classrooms. The study analyzed this data, discussed relevant themes in the data, related the data to previous research and provided suggestions for further research. [The dissertation citations contained here are published with the permission of ProQuest llc. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.].

Author: Phyllis Metcalf Turner
Publisher:
ISBN:
Category :
Languages : en
Pages : 516

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Author: William Condon
Publisher: Indiana University Press
ISBN: 0253018862
Category : Education
Languages : en
Pages : 172

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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: Group for Human Development
Publisher: Transaction Publishers
ISBN: 9781412823289
Category : Education
Languages : en
Pages : 100

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Author: Mary Deane Sorcinelli
Publisher: Jossey-Bass
ISBN:
Category : Education
Languages : en
Pages : 272

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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