Faculty Development by Design

This book attempts to offer not just a bird'seye view of the communities of designers project, but also to help identify broad themes and issues that can inform discussions and policies of technology integration at other institutions.

Author: Punya Mishra

Publisher: IAP

ISBN: 1607525828

Category: Education

Page: 245

View: 873

This book attempts to offer not just a bird'seye view of the communities of designers project, but also to help identify broad themes and issues that can inform discussions and policies of technology integration at other institutions.

Designing Professional Development for Teachers of Science and Mathematics

barrier to results-driven and job-embedded professional development. As
demands for school accountability increase, so too must the resources allocated
to professional development. The National Staff Development Council (NSDC) ...

Author: Susan Loucks-Horsley

Publisher: Corwin Press

ISBN: 9780761946861

Category: Education

Page: 376

View: 463

Updated Edition of Best Seller! Now in its second edition, this resource guides professional developers, administrators, and teacher leaders to design learning experiences for teachers that are directly linked to improving student learning.

Professional Development

Planning and Design Jack Rhoton, Patricia Bowers Patricia Shane. The
Professional Development of Science Teachers for Science Education Reform: A
Review of the Research Julie Gess-Newsome is the J. Lawrence Walkup
Distinguished ...

Author: Patricia Bowers

Publisher: NSTA Press

ISBN: 0873551850

Category: Education

Page: 181

View: 682

There's got to be more to professional development than in-service workshops. This thoughtful book paves the way to change. It shows the circumtances under which professional development has the most impact on student learning, reviews programs that work, and offers practical ideas about how profesional development can sustain science education reform. The following topics are addressed: changing professional development to help with standards-based reform; building a professional development program; and using achievement data and assessmet tools to modify teaching practices. This book emphasizes the need for professional development to be a continuting process in which each activity builds on a previous one to create a conjoined program of adult learning. The final step in all develoment is placing new stategies into practice. To this end, the authors examine current state and national standards and reform, and relate them to the TIMSS study. This book also outlines essential principles of development and gives advice on how to plan professional development activities using online resources.

Faculty Development in Developing Countries

networks for both faculty and students, and ground the curriculum (and the
teaching used to implement that curriculum) in ... Recommendations for Design of
Faculty Development Activities Faculty development activities, like all
professional ...

Author: Cristine Smith

Publisher: Taylor & Francis

ISBN: 1317554612

Category: Education

Page: 196

View: 976

Learner-centered approaches to teaching, such as small group discussions, debates, role plays and project-based assignments, help students develop critical thinking, creativity and problem-solving skills. However, more traditional lecture-based approaches still predominate in classrooms in higher education institutions around the world. Faculty development programs can support faculty members to adopt new teaching methods, even in situations where they face significant challenges due to lack of resources, on-going conflict, political upheaval, or the legacy of colonialism in their educational systems. This volume presents research and practice on faculty development for improving teaching in developing countries. Based on the concept that "we teach as we were taught," the case studies in this volume describe ways to organize professional development to help higher education faculty members shift from lecture-based to active learning teaching for students who will become the next generation of teachers, practitioners, professionals and policymakers in their respective countries.

Reconceptualizing Faculty Development in Service Learning Community Engagement

Among these faculty development efforts, two particular opportunities—detailed
in this chapter—have proven very ... Design. Like most service-learning programs
, there is a wide variety in the quality of servicelearning implementation at ...

Author: Becca Berkey

Publisher: Stylus Publishing, LLC

ISBN: 1620366150

Category: Education

Page: 348

View: 151

The role of educational developer in the realm of service-learning and community engagement (S-LCE) is multidimensional. Given the potentially transformational nature--for both faculty and students--of the experiences and courses in whose design they may be directly or indirectly involved, as well as their responsibility to the communities served by these initiatives, they have to be particularly attentive to issues of identity, values, and roles. As both practitioners and facilitators, they are often positioned as third-space professionals. This edited volume provides educational developers and community engagement professionals an analysis of approaches to faculty development around service-learning and community engagement. Using an openly self-reflective approach, the contributors to this volume offer an array of examples and models, as well as realistic strategies, to empower readers to evolve their faculty development efforts in service-learning and community engagement on their respective campuses. It is also a call for recognition that the practice of S-LCE needs to be institutionalized and improved. The book further addresses the field’s potential contributions to scholarship, such as the scholarship of teaching and learning (SoTL), publically engaged scholarship, and collaborative inquiry, among others. The case studies provide an outline of program models and promising practices, including an authentic analysis of the institutional context within which they operate, the positionality of the practitioner-scholars overseeing them, the resources required, and the evidence related to both successes and challenges of these approaches. The contributed chapters are organized under four themes: the landscape of faculty development and community engagement; models of faculty development in S-LCE; challenges and opportunities in pedagogy and partnerships; and engendering change in educational development.

Faculty Development in the Health Professions

As the terminology used for such faculty development activities is not always well
defined, the intended meaning ... focus on the process of faculty development
design in order to reach desirable learning outcomes and transfer to daily
practice.

Author: Yvonne Steinert

Publisher: Springer Science & Business Media

ISBN: 9400776128

Category: Education

Page: 442

View: 642

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.

A Guide to Faculty Development

Atother institutions, workshops are heldbeforethe academicyearorat a
timesetaside in the calendar specifically devoted to faculty development. Generic
topics, such as designing assessments of student learning, teachinglarge classes
, ...

Author: Kay J. Gillespie

Publisher: John Wiley & Sons

ISBN: 9780470600061

Category: Education

Page: 464

View: 919

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

Rethinking Teaching in Higher Education

This book is intended for faculty and faculty developers, as well as for deans, chairs, and directors responsible for promoting teaching and learning in higher education.

Author: Alenoush Saroyan

Publisher: Stylus Publishing, LLC.

ISBN: 9781579220471

Category: Education

Page: 272

View: 999

This book is intended for faculty and faculty developers, as well as for deans, chairs, and directors responsible for promoting teaching and learning in higher education. Intentionally non-technical, it engages readers reflectively with a process for developing teaching and details the planning necessary to apply this process to teaching within disciplines. The book centers on McGill University's week-long Course Design and Teaching Workshop that the contributors have offered together for more than ten years. It follows the five day format of the workshop - covering the analysis of course content, conceptions of learning, the selection of appropriate teaching strategies, the evaluation of student learning, and evaluation of teaching - in a way that reflects the spontaneity of the debates it has engendered and the workshop's evolutionary changes. The structure shows faculty members conceptualizing new courses or re-examining their teaching of existing courses, and translating the insights gained from the workshop to specific disciplinary content and learning outcomes. In addition four previous participants of the workshop write about its influence on their personal thinking about the practice of teaching. The final two chapters describe the structure and evolving role of McGill's Centre for University Teaching and Learning. The authors describe its objectives in fostering an evidence-based teaching culture and providing a practical support structure with limited resources. They highlight achievements in disseminating teaching expertise across their campus, and their vision for the future role of faculty development. This book provides faculty developers and administrators with valuable non-prescriptive models and challenging ideas that promote faculty development in general and university teaching in particular. It engages faculty members in the process of course design in a way that is learning centered and can lead to deep student learning.

Professional Development

Gow, D.J. and Yeager, J.L. "The Design and Development of Individualized
Curriculum Materials for Higher Education." Journal of Higher Education 46,
January/February 1975, pp. 41-54. Describes a self-instructional curriculum
design and ...

Author: Sally Shake Gaff

Publisher: Transaction Publishers

ISBN: 9781412832021

Category: Education

Page: 110

View: 301

Features a collection of Internet resources on professional development in early childhood education, compiled as part of the Early Childhood Education On Line Listserv (ECEOL-L) Web site of James Chiavacci.

Professional Development in Online Teaching and Learning in Technical Communication

... Intro to Professional Writing 153-4 ENGL 2311: Introduction to Technical
Communication 113 English 490 course 195, ... interaction 199 faculty
development 167, 170-1 faculty professional development design model 188
Faculty Seminars ...

Author: Beth L. Hewett

Publisher: Routledge

ISBN: 0429683758

Category: Social Science

Page: 232

View: 472

Technical communication instructors need professional development opportunities that will aid them in creating their online courses; in developing curricula; and in teaching in what may be a new environment. Although instructors can turn to instructional design teams for assistance in using Learning Management System and its functions, they specifically need their own first-hand, immersive learning within their pedagogical training. In other words, teachers need to learn in an online context like the environment that their students will use; such direct training helps instructors to facilitate student learning in a technologically distributed classroom. Beyond learning technological skills to facilitate a course, these teachers need to learn to use the technology effectively to keep students on track and to teach them skills and material. This collection—which includes three contributions from 2007 and 10 from 2017—focuses on the types of professional development instructors need to be successful in the online technical communication classroom. Formed as a 10-year retrospective of the field and its advances in online education professional development, the book offers instructors theoretical and practical suggestions for creating and teaching successful online courses and managing entire online technical communication programs. This book was originally published as a special issue of Technical Communication Quarterly (TCQ).

Designing Professional Development in Literacy

This highly practical guide is grounded in the authors' experience setting up and running a successful professional development program to improve K - 3 reading instruction.

Author: Catherine A. Rosemary

Publisher: Guilford Press

ISBN: 1593854307

Category: Education

Page: 180

View: 660

This highly practical guide is grounded in the authors' experience setting up and running a successful professional development program to improve K - 3 reading instruction. The book systematically describes how professional development works: how sessions are organized, what they contain, routines and procedures, and the roles of each participant. Teacher educators, literacy specialists, and coaches also get invaluable information on the nuts and bolts of accountability, management, resource allocation, and reporting to multiple audiences. Many specific illustrations and examples are included, as are sample forms and other planning materials that can be adapted to the needs of particular schools, districts, or states.

An Exploration of Adjunct Faculty Preferences for Professional Development Opportunities at a Florida State College

The purpose of this study was to explore adjunct faculty perceptions of factors that influence participation in faculty development at a multi-campus Florida state college.

Author: Ashley Navarro

Publisher:

ISBN:

Category: Career development

Page: 145

View: 790

The purpose of this study was to explore adjunct faculty perceptions of factors that influence participation in faculty development at a multi-campus Florida state college. To improve Florida state college adjunct faculty participation in faculty development, it was necessary to examine their faculty development needs and the incentives and barriers that influence their participation in faculty development. This study extended the research on characteristics of adjunct faculty and their faculty development interests. This quantitative study addressed the gap in the literature related to the scheduling, format, and communication preferences of a Florida state college adjunct faculty, related to faculty development. A survey research design was used to explore faculty development preferences of adjunct faculty who had taught for a minimum of one semester. An online survey was used to collect the data via Qualtrics. Adjunct faculty who taught in fall 2018 from all academic areas, and all four campuses were included in the sample. The response rate for this survey was 20%. A frequency distribution was constructed for the demographic data. Multiple regression was used to analyze the relationship between adjunct faculty participation in faculty development and background characteristics. Measures of central tendency were used to calculate the mean and standard deviation to identify faculty development needs, preferred conditions for faculty development, incentives that may encourage participation, and barriers that may hinder participation in faculty development opportunities, as perceived by respondents. The results indicate that the adjunct faculty who responded to the survey need faculty development training related to the following topics: instructional technology, student engagement, and instructional strategies. They indicated weekday evenings was the preferred time for faculty development, one to two hours workshops was the most feasible format, and college-wide email was their preferred method of communication for faculty development. There was no consensus on the preferred location, online or campus. Professional growth and life-long learning were the two incentives identified, by the majority of the adjunct faculty, which significantly or moderately encourages their participation in faculty development. Most of the adjunct faculty identified time and full-time job as the barriers which significantly or moderately hinders their participation in faculty development.

Supporting and Sustaining Teachers Professional Development

The regional educational service center is promoting teaching portfolios for
professional development and will be ... in the above scenario, this chapter
centers on the questions it raises about the design of teachers' professional
development.

Author: Marilyn Tallerico

Publisher: Corwin Press

ISBN: 9781412913355

Category: Education

Page: 146

View: 110

This text specifically targets busy school principals who want practical suggestions grounded in national NSDC standards for balancing everyday administrative tasks while encouraging teachers' professional growth.

Handbook of Research on Faculty Development for Digital 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 ...

Author: Elçi, Alev

Publisher: IGI Global

ISBN: 1522584773

Category: Education

Page: 624

View: 692

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.

Research on Service Learning

... the pedagogy can be facilitated through faculty development and to guiding the
design of faculty development activities. The Professional and Organizational
Development Network in Higher Education (POD, 2007), the leading professional
 ...

Author: Robert G. Bringle

Publisher: Stylus Publishing, LLC

ISBN: 1579228399

Category: Education

Page: 350

View: 458

The purpose of this work is to improve service learning research and practice through strengthening its theoretical base. Contributing authors include both well-known and emerging service learning and community engagement scholars, as well as scholars from other fields. The authors bring theoretical perspectives from a wide variety of disciplines to bear as they critically review past research, describe assessment methods and instruments, develop future research agendas, and consider implications of theory-based research for enhanced practice. This volume, 2A, opens with chapters focused on defining the criteria for quality research. It then moves on to research related to students, comprising chapters that focus on cognitive processes, academic learning, civic learning, personal development, and intercultural competence. The concluding faculty section presents chapters on faculty development, faculty motivation, and faculty learning. Constituting a rich resource that suggests new approaches to conceptualizing, understanding, implementing, assessing, and studying service learning. Each chapter offers recommendations for future research. Research on Service Learning: Conceptual Frameworks and Assessment will be of interest to both new and veteran service learning instructors seeking to enhance their practice by integrating what has been learned in terms of teaching, assessment, and research. Staff and faculty who are responsible for promoting and supporting service learning at higher education institutions, evaluating community service programs, and working with faculty to develop research on service learning, will also find this volume helpful. For scholars and graduate students reviewing and conducting research related to service learning, this book is a comprehensive resource, and a knowledge base about the processes and outcomes of innovative pedagogies, such as service learning, that will enable them to locate their own work in an expanding and deepening arena of inquiry. Volume 2B, sold separately, also opens with chapters focused on defining the criteria for quality research. It looks at community development, and the role of nonprofit organizations in service learning. It then focusses on institutions, examining the institutionalization of service learning, engaged departments, and institutional leadership. The final section on partnerships in service learning includes chapters on conceptualizing and measuring the quality of partnerships, inter-organizational partnerships, and student partnerships.

A Handbook for Faculty Development

Design. As we discussed in Chapter One, faculty development is a product of the
last ten years. This new endeavor, however, did not step into a void, for several
other professional development approaches of a similar nature had been in ...

Author: William H. Bergquist

Publisher:

ISBN:

Category: Business & Economics

Page:

View: 831


Job Embedded Professional Development

For example, if a teacher wanted to explore iPad use in mathematics, we worked
with this teacher to design professional development that would help him/her
grow in this area. If another teacher wanted help with classroom management,
we ...

Author: Sally J Zepeda

Publisher: Routledge

ISBN: 1317820649

Category: Education

Page: 184

View: 122

In today’s schools, teachers are frequently called on to adapt new curricula and instructional practices in their classrooms. Making sense of the complexities of teaching occurs primarily during the work day, and instead of relying on before or after school one-size-fits-all professional development activities, schools must support teachers in learning on the job. The latest book from renowned author Sally J. Zepeda is written for teachers, teacher leaders, and school and district leaders who want to support job-embedded learning, a powerful form of professional development characterized by active learning and reflection grounded in the context of a teachers’ work environment. Job-Embedded Professional Development provides a framework for helping teachers stop, take a deep breath, and learn along the way as they engage in their daily work. Through the engaging job-embedded learning activities, processes, and cases from the field explored in this book, teachers will immediately be able to: Implement what they are learning in the context of their own classrooms; Work with supportive peers who can coach them along the way; Get feedback on what’s working and what needs to be tweaked; Learn as adult learners fully capable of making sound professional judgments; Engage in conversations that allow teachers to dig deeper into their practices; Focus intently on content knowledge and the linkages to instruction and assessment; Capitalize on learning in digital learning environments before, during, and after school; Gain confidence in themselves and others through learning together.

Curriculum Development in Nursing Education

Necessity of Faculty Development for Curriculum Development Faculty
development has been described as the “essence ... A core competency of the
academic nurse educator is to “participate in curriculum design and evaluation of
program ...

Author: Carroll Iwasiw

Publisher: Jones & Bartlett Publishers

ISBN: 0763788597

Category: Medical

Page: 355

View: 120

Curriculum Development in Nursing Education, Second Edition continues its dedication to the advancement of nursing education, and in particular, to the ongoing development of relevant yet dynamic nursing education curricula. This Second Edition offers current, accessible, and comprehensive tips and tools and incorporates a balance of theoretical perspectives and practical applications. The Second Edition has been completely revised and updated and includes an expanded focus on developing a context-relevant curriculum. A major determinant in any nursing education curriculum is the context in which the curriculum is developed and offered. This context is the professional, societal, health care, and educational situations to which the curriculum must respond, and is what makes each school s curriculum unique. Curriculum Development in Nursing Education helps nurse educators create a program of study that will meet the contextual needs of their individual setting. What s New: Expanded focus on developing a context-relevant curriculum New sections on educational technologies, distributed learning, and curriculum evaluation. New chapters on preparing for external program review, building a curriculum, and evaluation of a curriculum."

Curriculum Development in Nursing Education

Necessity of Faculty Development for Curriculum Development Faculty
development has been described as the “essence ... A core competency of the
academic nurse educator is to “participate in curriculum design and evaluation of
program ...

Author: Carroll L. Iwasiw

Publisher: Jones & Bartlett Publishers

ISBN: 1449662862

Category: Medical

Page: 355

View: 615

Curriculum Development in Nursing Education, Second Edition continues its dedication to the advancement of nursing education, and in particular, to the ongoing development of relevant yet dynamic nursing education curricula. This Second Edition offers current, accessible, and comprehensive tips and tools and incorporates a balance of theoretical perspectives and practical applications. The Second Edition has been completely revised and updated and includes an expanded focus on developing a context-relevant curriculum. A major determinant in any nursing education curriculum is the context in which the curriculum is developed and offered. This context is the professional, societal, health care, and educational situations to which the curriculum must respond, and is what makes each school’s curriculum unique. Curriculum Development in Nursing Education helps nurse educators create a program of study that will meet the contextual needs of their individual setting. What’s New: Expanded focus on developing a context-relevant curriculum New sections on educational technologies, distributed learning, and curriculum evaluation. New chapters on preparing for external program review, building a curriculum, and evaluation of a curriculum.

Exploring Faculty Development in California Higher Education

To what extent did faculty participate in campussupported or other development
activities ? In the view of faculty and administrators , what development needs are
not being adequately addressed ? The objective of the research design was to ...

Author: Paul Berman

Publisher:

ISBN:

Category: Career development

Page:

View: 997