scholarly journals Facilitating Faculty Getting Started in SoTL

2021 ◽  
Vol 21 (2) ◽  
Author(s):  
Jacqueline M Dewar ◽  
Kathleen Perkins
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Lessons Learned ◽  
Education Faculty ◽  
Higher Education Faculty ◽  
Helping Others ◽  
Viable Approach

ABSTRACT: SoTL has been embraced as a viable approach to professional development for higher education faculty. Workshops and programs of various types and lengths have offered guidance and provided mentorship for SoTL novices. Many books, manuals, and websites describe how to undertake a SoTL investigation, but far fewer sources of advice exist for those assisting faculty beginning in SoTL. In this article, two Carnegie scholars reflect on their experiences and lessons learned helping others join the SoTL community. They discuss common characteristics of the new scholars they encountered and the types of assistance, both intellectual and institutional, that the scholars needed.  They offer advice and suggest resources for working with new SoTL scholars and describe some of the benefits that accrue from this work.

Teaching Science in Higher Education: Faculty Professional Development and Barriers to Change

2001 ◽  
Vol 101 (5) ◽  
pp. 246-257 ◽  
Author(s):  
Dennis W. Sunal ◽  
Jeanelle Hodges ◽  
Cynthia S. Sunal ◽  
Kevin W. Whitaker ◽  
L. Michael Freeman ◽  
...  
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Teaching Science ◽  
Education Faculty ◽  
Higher Education Faculty ◽  
Faculty Professional Development ◽  
Barriers To Change

scholarly journals International Mindedness and Intercultural Competence: Perceptions of Pakistani Higher Education Faculty

2018 ◽  
Vol 5 (1) ◽  
pp. 60
Author(s):  
Zehra Habib
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Intercultural Competence ◽  
Professional Growth ◽  
Faculty Members ◽  
Development Programs ◽  
Education Faculty ◽  
Higher Education Faculty ◽  
Global Mindedness ◽  
Individual Interviews

<p><em>This qualitative study endeavored to examine higher education faculty members’ understanding of international mindedness and intercultural competence and sought their views on professional development programs competency in evolving an internationally minded stance. The focus of this study was on international mindedness because in the current era of globalization, it has become imperative to inculcate world mindedness in students and to prepare them for global citizenship. Data were collected through in-depth individual interviews held with eight faculty members teaching at two higher education institutions in Karachi, Pakistan. Dominant findings demonstrated that most participants had limited insight regarding the concepts and that these were applied minimally in their current teaching practices. Although, lauding an international minded approach, most participants considered understanding of local cultures more relevant before moving on to international visions. Participating faculty also reflected that there was lack of professional development and that for understanding local and international dynamics, specialized education programs were an important factor. The study concluded with implications for professional growth platforms to foster global mindedness in educators in order for them to promote international mindedness in students.</em></p><p> </p>

scholarly journals Bridging Distance: Professional Development for Higher Education Faculty Through Technology-Facilitated Lesson Study

2019 ◽  
Vol 16 (3) ◽  
pp. 93-112 ◽  
Author(s):  
Melissa Soto ◽  
◽  
Dittika Gupta ◽  
Lara Dick ◽  
Mollie Appelgate ◽  
...  
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Professional Learning ◽  
Lesson Study ◽  
Teaching Practice ◽  
Virtual Community ◽  
Education Faculty ◽  
Higher Education Faculty ◽  
Virtual Community Of Practice ◽  
Common Interests

Higher education faculty benefit from participating in communities of practice focused on developing and improving their own instruction. However, collaborators with common interests are not always located at the same physical location. In this article, we share how participation in a technology-facilitated lesson study provided the means for five higher education faculty across the U.S. to engage in professional development and evolve into a virtual community of practice. Through the use of synchronous and asynchronous communication technology, we formulated goals, planned a common lesson, conducted research on our students’ learning, and reflected on our own teaching practice. For this paper, we share how the process of technology-facilitated lesson study provided professional learning for us as individuals.

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