scholarly journals Erratum to: Mentored Discussions of Teaching: An Introductory Teaching Development Program for Future STEM Faculty

2015 ◽  
Vol 41 (4) ◽  
pp. 359-359
Author(s):  
Rachael R. Baiduc ◽  
Robert A. Linsenmeier ◽  
Nancy Ruggeri
Keyword(s):  
Development Program ◽  
Teaching Development ◽  
Stem Faculty

Mentored Discussions of Teaching: An Introductory Teaching Development Program for Future STEM Faculty

2015 ◽  
Vol 41 (3) ◽  
pp. 237-254 ◽  
Author(s):  
Rachael R. Baiduc ◽  
Robert A. Linsenmeier ◽  
Nancy Ruggeri
Keyword(s):  
Development Program ◽  
Teaching Development ◽  
Stem Faculty

scholarly journals Challenges and Successes: Faculty Reflections on a College Teaching Development Program

2018 ◽  
Vol 11 ◽  
Author(s):  
Alison Jeppesen ◽  
Brenda Joyce
Keyword(s):  
Growth And Development ◽  
Development Program ◽  
College Teaching ◽  
Learning Activities ◽  
Reflective Teaching ◽  
Individual Growth ◽  
Online Resources ◽  
Program Participation ◽  
Teaching Development ◽  
Peer Facilitators

Does participation in a reflective teaching development program transform educators?   In a three-year teaching development program, faculty met in small interdisciplinary groups with peer facilitators and used online resources to complement their learning activities. The first two cohorts of participants found that involvement in a teaching development program encouraged them to develop self-reflective practices that they viewed as positively impacting their teaching. While valuing the collaborative and collegial relationships created through program participation as these supported their individual growth and development, faculty also identified challenges that created barriers to their participation in the program. 

scholarly journals Beyond traditional peer-to-peer teaching evaluation: Using pedagogical theory in conceptualizing a collaborative teaching development program

2021 ◽  
Vol 18 (6) ◽  
pp. 101-118
Author(s):  
Renee Mazurek ◽  
◽  
Monna Arvinen-Barrow ◽  
Wendy Huddleston ◽  
Renee Reckelberg ◽  
...  
Keyword(s):  
Development Process ◽  
Sense Of Self ◽  
Development Program ◽  
Collaborative Teaching ◽  
Peer Teaching ◽  
Self Determination ◽  
Teaching Development ◽  
Pedagogical Theory ◽  
Teaching Learning ◽  
Systematic Framework

This paper discusses how pedagogical theory can be used in conceptualizing a collaborative teaching development program in higher education. A theoretically driven teaching development program can be of benefit to both the reviewer and the reviewee by providing (a) a foundation for the reviewee to examine their educational content being reviewed; and (b) a systematic framework for the reviewee for evaluating the content under review. Appropriately used pedagogical theory enables the constructive alignment of teaching, learning, and assessment. This collaborative, self-reflective, and bi-directional teaching development process facilitates a sense of self-determination, which facilitates motivation and achievement of goals.

scholarly journals Implementing An Engineering Teaching Development Program For Graduate Student Instructors

2020 ◽  
Author(s):  
T. Michael Keinath ◽  
Sara B. Soderstrom ◽  
Christian D. Lorenz ◽  
Trevor Harding
Keyword(s):  
Graduate Student ◽  
Development Program ◽  
Teaching Development

Assessment of Professional Development and Research-Based Instructional Strategies for Instructors of Online Undergraduate STEM Courses

2019 ◽  
Vol 9 (1) ◽  
pp. 51-61 ◽  
Author(s):  
Karen Miner-Romanoff ◽  
Yuerong Sweetland ◽  
Yi Yang ◽  
Barbara Fennema
Keyword(s):  
Professional Development ◽  
Pilot Study ◽  
Instructional Strategies ◽  
Development Program ◽  
Community Research ◽  
Study Results ◽  
Before And After ◽  
Stem Faculty ◽  
Observation Protocol ◽  
The Impact

Professional development (PD) programs for faculty are critical for improvement of STEM instruction. Little research exists on the impact of such programs in the online environment. This article reports the pilot study results of an observation protocol (OP) on the development of an online PD program for STEM faculty grounded in research-based instructional strategies (RBIS) and the development plan for the program. The RBIS-based OP in place at Franklin University will be used to identify and assess online STEM instructors' teaching practices before and after the PD program. Pilot study results suggested that the OP yields valid and reliable evidence of STEM faculty's RBIS usage. Approximately 80 STEM course sections will be observed using the OP with data collected pre- and post-PD (3 year period). The mixed-method data will be analyzed by university researchers in conjunction with a community research partner. This project will test the success of an online professional development program with RBIS for higher education STEM faculty, aid determination of which RBIS can contribute most effectively to improving student outcomes and produce the first robust evidence of the impact of an online PD for STEM faculty.

FAST-Future Academic Scholars in Teaching: A High-Engagement Development Program for Future STEM Faculty

2013 ◽  
Vol 39 (2) ◽  
pp. 93-107 ◽  
Author(s):  
Claudia E. Vergara ◽  
Mark Urban-Lurain ◽  
Henry Campa ◽  
Kendra S. Cheruvelil ◽  
Diane Ebert-May ◽  
...  
Keyword(s):  
Development Program ◽  
Stem Faculty ◽  
High Engagement

scholarly journals ‘Teach the teacher’: Design and evaluation of a professional teaching development program

2019 ◽  
Author(s):  
Antonette Mendoza ◽  
Sue Wright ◽  
David Shallcross
Keyword(s):  
Professional Development ◽  
Engineering Education ◽  
Development Program ◽  
Professional Development Program ◽  
Active Engagement ◽  
Teaching Development ◽  
Significant Aspect ◽  
Crucial Component ◽  
Teacher Design ◽  
Professional Teaching

A significant aspect of engineering education is the tutorial experience. This article describes the development and evaluation of a Tutor Development Program delivered within a School of Engineering in one of Australia’s leading universities. The paper presents a novel framework for an extended tutor professional development program that fosters interactive ways of engaging students. Evaluation of the program involved feedback from participating tutors, their students and the program facilitator. Our results show that tutors found the program extremely useful and, in turn, their students responded positively to the strategies tutors implemented. Observations by the program facilitator support these findings. We argue that an extended professional development program that facilitates active engagement is a crucial component in engineering education.

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