Professional development models and transformative change: A case study of indicators of effective practice in higher education

2001 ◽  
Vol 6 (2) ◽  
pp. 120-129 ◽  
Author(s):  
Val Roche
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Transformative Change ◽  
Effective Practice ◽  
Development Models ◽  
Professional Development Models

TIPs to Maximize Meaningful Professional Development Programs and Initiatives

2017 ◽  
pp. 593-615
Author(s):  
Stephanie L. Sanders ◽  
Mark P. Orbe
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Development Program ◽  
Value Added ◽  
Diversity Education ◽  
Development Programs ◽  
Relational Dialectics Theory ◽  
Study Approach ◽  
Professional Development Programs

At no other time in higher education have scholar researchers been called to demonstrate the value added of theoretically grounded diversity education. This signals the need for higher education to make deeper linkages between diversity education, learning outcomes and academic mission statements. By highlighting a few “TIPs” - attempts to move “theory into practice,” - the authors seek to answer the call to action. Through a case study approach the authors highlight a professional development program that fosters interactional diversity and serves as a catalyst for increasing awareness, mindfulness and positive organizational change. First, a diversity education initiative at a large mid-western university referred to as “The Institute” is described. Second, the theoretically grounded frameworks of anxiety/uncertainty management and relational dialectics theory is presented. Finally, the case study concludes by advocating for more robust professional development programs and initiatives that positively impact organizations. Implications for organizational leaders are discussed.

Demonstrating Positive, Learner-Centred Assessment Practice in Professional Development Programmes

2020 ◽  
pp. 880-894
Author(s):  
Patrick Baughan
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Pedagogical Issues ◽  
Assessment Practice ◽  
Good Assessment ◽  
Seven Principles ◽  
Teaching Learning ◽  
Almost All ◽  
Distinctive Role

The purpose of this chapter is to examine the role that professional development programmes for higher education lecturers and teachers can play in promoting positive, learner-centred assessment practice. Whilst they vary in their coverage, these programmes address a broad range of teaching, learning and other pedagogical issues, and almost all include assessment and good assessment practice as a key component of their curriculum. Therefore, this chapter is used to explain and argue that professional development programmes can and should have a key and distinctive role in developing and sharing innovative assessment practice. The argument is supported by drawing on series of seven principles and ideas, as well as a single-institution case study. Points and arguments are also supported with a range of theory, literature and examples, as well as the experience of the author in working on one programme of this type.

scholarly journals Insights for Community Outreach Building to Promote Lifelong Learning with Higher Education Alumni in Chile

2011 ◽  
Vol 10 (1) ◽  
Author(s):  
Paula A. Charbonneau-Gowdy ◽  
Héctor A Magaña
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Community Building ◽  
Community Outreach ◽  
Conclusive Evidence ◽  
Alumni Relations ◽  
High Performing ◽  
Building Community ◽  
Field Notes

Despite conclusive evidence from high performing Higher Education (HE) institutions worldwide demonstrating the benefits of strong alumni-relations, institutions in many evolving countries often neglect their graduates. And this, despite rapid advances in technology that can support ongoing relations. The objective of our year-long project was to address this neglect. We (re)connected with 220 English Pedagogy alumni through a digital newsletter. The newsletter provided a forum for building community and mediating professional development among graduates and current faculty. Our qualitative mini case study focused on uncovering the emotions, perspectives and needs of former students through the lens of sociocultural and identity theory using a Likert scale questionnaire, field notes and writing-based interviews to collect data. Positive gains from this initiative were evidenced in clear signs of alumni’s increased recognition of their agency in mediating empowered professional identities through continuous learning. This recognition accompanied a trajectory of their investment in their professional development, characterized by a sense of affinity, then engagement with and support of the institution and community building. We believe these findings speak volumes of the potential of such outreach for all stakeholders in education, including society at large.

Study on Model and Strategy of Promoting the Professional Development of Teachers under the Network Environment

2014 ◽  
Vol 644-650 ◽  
pp. 5602-5605
Author(s):  
Le Hui Huang ◽  
Bin Gui
Keyword(s):  
Professional Development ◽  
Network Environment ◽  
Development Models ◽  
Professional Development Of Teachers ◽  
Professional Development Models ◽  
Teachers Professional Development

Education information puts forward new requests to teachers’ professional ability, at the same time, the network environment also provides rich tools, resources and services for teachers’ professional development. The paper summarizes the connotation of teachers’ professional development, models of teachers’ professional development, and strategies of promoting teachers’ professional development.

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