scholarly journals Work-Based Learning in Faculty Development Through Educational Scholar Program (ESP): A Mixed Method Study

2021 ◽  
Author(s):  
Fatemeh Keshmiri
Keyword(s):  
Experiential Learning ◽  
Faculty Development ◽  
Mixed Method ◽  
Teaching And Learning ◽  
Student Assessment ◽  
Change Leadership ◽  
Faculty Members ◽  
Practice Change ◽  
Analysis Approach ◽  
Structured Interviews

Abstract Aim and background: The aim of present study was to assess the effect of faculty development courses as educational scholar program (ESP) in viewpoints of faculty members.Materials and methods: The study is a mixed method concurrent embedded design. Faculty members participated in the ESP from different faculties (n=15). ESP is designed as a long empowerment course in two phases of training and scholarship. Data collection about faculty members’ satisfaction and experiences were conducted through a 9-items questionnaire and semi-structured interviews, respectively. In the first phases, data was analyzed by descriptive tests (mean, SD). The inductive content analysis approach was used for data analysis in qualitative phase. Inductive analysis approach was conducted by open coding, category, and main categories.Results: In the study, faculty members from different faculties including dentistry (n=8), public health (n=2), medicine (n=1), pharmacy (n=2), nursing and midwifery (n=2). 10 women (66.66%) and 5 men (33.33%) were participated in ESP. 15 educational scholarship projects developed by faculty members in the student assessment (n=9), teaching and learning (n=3), curriculum development (n=3) domains. The results showed the satisfaction score of participants was 4.8(0.14). The experience of participants in ESP was divided into four main categories including, motivator for change, experiential learning practice, change leadership capabilities, and executive difficulties.Conclusion: The results showed that the experience of empowerment courses based on experiential learning cycle helped participants acquire the key capabilities to design and execute scholarship projects. Although individual-motivational factors can be effective in the success of participants in implementing scholarship projects, resource development and system support are also required.

Producing a Radio Show About Psychological Science

2011 ◽  
Vol 39 (1) ◽  
pp. 42-44 ◽  
Author(s):  
Emily Stark ◽  
Daniel Sachau ◽  
Dawn N. Albertson
Keyword(s):  
Faculty Development ◽  
Teaching And Learning ◽  
Faculty Members ◽  
Learning Resource ◽  
The Public ◽  
Psychological Science

The authors describe the development of a campus-based radio show about psychological science. The authors’ goals in creating the show were to inform the public about the science of psychology and to create a teaching and learning resource for faculty members and students. The show, Psychological Frontiers, airs twice a week and consists of 2-minute summaries of research and theory. Issues related to show format, medium, and script writing are discussed. The authors also present ways in which they have used this show as an activity in their courses as well as for faculty development.

scholarly journals Online Learning Amidst COVID-19 Emergency: A Case of the University of Malawi’s School of Education

2021 ◽  
Vol 10 (1) ◽  
pp. 346-364
Author(s):  
Bob Maseko ◽  
Foster Gondwe ◽  
Symon Winiko ◽  
Symon Chiziwa
Keyword(s):  
Teaching And Learning ◽  
Faculty Members ◽  
School Of Education ◽  
Structured Interviews ◽  
Concerns Based Adoption Model ◽  
Academic Leaders ◽  
Positive Attitudes ◽  
The University ◽  
The Impact ◽  
Learning Data

This paper explores faculty members’ concerns and level of preparedness for open and distance learning (ODL) at the University of Malawi’s School of Education during the recent Covid-19 pandemic within a context that considers ODL as a means of mitigating the impact of the pandemic on teaching and learning. Data were gathered through semi-structured interviews with four experienced academic leaders within the school of education. The Concerns Based Adoption Model (CBAM), particularly stages of concerns, served as a framework to understand the faculty’s concerns about the implementation of ODL initiatives. Inductive and deductive analysis approaches were used to analyse the interview transcripts to identify emerging themes. Deductive analysis revealed that faculty members expressed several concerns such as awareness, informational, as well as consequences concerns as they talked about their feelings and attitudes towards the implementation of ODL. Inductive analysis on the other hand revealed that faculty members’ perceptions such as minimal preparation, negative orientations, and lack of policy awareness hamper the implementation of ODL. These findings underscore the importance of members’ orientation change to ensure effective implementation of ODL in contexts like the institution under study. We discuss these and propose that professional development could help members develop positive attitudes towards ODL.

scholarly journals Toward Hybridity: The Interplay of Technology, Pedagogy, and Content across Disciplines at a Small Liberal Arts College

2019 ◽  
Vol 19 (2) ◽  
Author(s):  
Julie Rust
Keyword(s):  
Content Knowledge ◽  
Liberal Arts ◽  
Teaching And Learning ◽  
Technological Knowledge ◽  
Pedagogical Knowledge ◽  
Faculty Members ◽  
Structured Interviews ◽  
Attitudes Toward Teaching ◽  
Digital Pedagogy ◽  
Knowledge Content

Through semi-structured interviews with sixteen faculty members representing a variety of experience levels and departments, this piece illuminates faculty theories and ideas about digital pedagogy through the conceptual lens of TPACK (Mishra & Koehler, 2006), which delineates the overlapping considerations teachers in designing learning through technological knowledge, pedagogical knowledge, content knowledge.  Findings reveal widespread similarities in attitudes toward teaching and learning across all different departments and indicate that, while faculty members had a range of content knowledge, pedagogical knowledge, and technological knowledge inferences, the greatest tensions and successes were articulated when faculty discussed issues located at the nexus of technological knowledge, content knowledge, and pedagogical knowledge.

An Investigation of the Influence of Disciplinary Distance in Interdisciplinary Education Through Faculty’s Experience

2021 ◽  
Author(s):  
Xiaoqi Feng ◽  
Katja Hölttä-Otto
Keyword(s):  
Teaching And Learning ◽  
Negative Impact ◽  
Interdisciplinary Collaboration ◽  
Vital Role ◽  
Faculty Members ◽  
Interdisciplinary Education ◽  
Teacher Teams ◽  
Structured Interviews ◽  
Disciplinary Differences ◽  
Interdisciplinary Teaching

Abstract Interdisciplinary initiatives have been encouraged in higher education curricula, especially in mechanical engineering as a result of the industry’s calls for talent with multidisciplinary competencies to solve complex real-world problems. However, disciplinary distance, due to disciplinary differences, poses great challenges in interdisciplinary teaching and learning. How can interdisciplinary faculty members collaborate effectively in teaching? How can students with different backgrounds learn significant knowledge? Collaboration for interdisciplinary education across disciplines is challenging, as co-teachers are usually affiliated with different departments or even schools, and they tend to speak different disciplinary languages and value different disciplinary cultures. Similarly, students in engineering design teams come from different backgrounds. Consistent with Klein’s concepts of Wide Interdisciplinarity and Narrow Interdisciplinarity, we propose the concept of disciplinary distance to present the research findings of disciplinary differences and their implications on interdisciplinary teaching and learning. This paper presents a qualitative analysis of disciplinary distance, as manifested in interdisciplinary education from faculty members’ perspectives. From 13 semi-structured interviews, we find that disciplinary distance plays a vital role in interdisciplinary teaching and learning. It influences teamwork — both in co-teacher teams and student teams. Interdisciplinary course content and interdisciplinary co-teacher teams can also create a wide disciplinary distance that serves as a barrier for interdisciplinary learning. We further find that interdisciplinary collaboration may help to mediate the negative impact of disciplinary distance.

scholarly journals Participant perceptions of the faculty development Educational Research Series

2020 ◽  
Vol 8 (1) ◽  
pp. 221-245
Author(s):  
Nancy Dalgarno ◽  
Corinne Laverty ◽  
Rylan Egan ◽  
Kendall Garton ◽  
Eleftherios Soleas ◽  
...  
Keyword(s):  
Faculty Development ◽  
Educational Research ◽  
Mixed Method ◽  
Teaching And Learning ◽  
Adult Learning Theory ◽  
Academic Development ◽  
Development Program ◽  
Faculty Development Program ◽  
Scholarship Of Teaching ◽  
Individual Support

Interest in the Scholarship of Teaching and Learning (SoTL) is driven in part by the need to provide systematic academic development for faculty anchored in evidence-based practice such as the introduction of quality assurance frameworks. This article reports on a mixed-method evaluation of one institution’s grassroots multidisciplinary faculty development program, called the Educational Research Series, to determine if it met the needs of its faculty, graduate student, and staff participants. Conducted at one mid-sized university in southern Ontario and framed, as was the program design and implementation, by both adult learning theory and constructivism, the evaluation collected data from session exit surveys, attendee interviews, and facilitator focus groups. The data analysis revealed that reasons for participating included increasing levels of understanding, receiving individual support, and learning about colleagues’ research interests. The major strengths of the program included individual learning, resources, facilitator expertise, interactive sessions, and the multidisciplinary focus. The main challenges centered on depth versus breadth of the sessions, time, and educational language and theory. Participants recommended additional resources, communication among facilitators, institutional recognition, and increased depth of content. As a result of this evaluation, an Advanced Educational Research Series is being offered at the institution. This article will inform other institutions wishing to build SoTL as a field within their institutions.

Faculty development: What do we know about barriers, enablers, and satisfaction levels among African oncology faculty?

2021 ◽  
Vol 39 (15_suppl) ◽  
pp. 11023-11023
Author(s):  
Miriam Claire Mutebi ◽  
Scott R. Berry ◽  
Nancy Dalgarno ◽  
Klodiana Kolomitro ◽  
Nicholas Cofie ◽  
...  
Keyword(s):  
Faculty Development ◽  
Curriculum Development ◽  
Teaching And Learning ◽  
Training Programs ◽  
Development Planning ◽  
Access Time ◽  
Academic Institutions ◽  
Structured Interviews ◽  
Middle Income ◽  
Teaching Learning

11023 Background: Faculty development (FD) programs and initiatives have been shown to improve teaching, learning, and overall satisfaction levels of academic faculty. However, these benefits are not fully realized in resource constrained settings like those found in some Sub-Saharan African academic institutions, that often face many FD challenges. Improving FD activities in the region may enhance the capacity of oncology faculty to address these challenges. We sought to examine African oncology faculty’s satisfaction and the perceived enablers and barriers with current FD opportunities. Methods: We randomly surveyed oncology faculty ( n = 21) through the African Organization for Research and Training in Cancer (AORTIC) listserv and conducted semi-structured interviews with nine ( n = 9) faculty involved in African oncology training programs to ascertain their perspectives on faculty development activities including curriculum development, teaching, and learning. All survey respondents and interview participants are current members of the AORTIC. Descriptive and inferential statistical techniques, and thematic analysis were used to analyze the survey and interview data respectively. Results: Interim survey results revealed that 64% of academic oncology faculty believe that there are barriers to their FD at their current academic institutions. Barriers cited for FD from the interviews include the competitive nature of FD courses and programs, limited online learning opportunities, poor internet access, time constraints, language barriers, and high costs associated with FD activities. A significant minority of the survey respondents (43%) were dissatisfied with their overall FD. Access to curriculum development opportunities (χ2 = 10.97, p = 0.001) and longer duration of practice (χ2 = 7.9, p = 0.019) were significantly associated with an increased overall satisfaction with FD of oncology faculty. Themes emerging from the interviews also revealed that participants believe that addressing issues relating to access to local institutional support and opportunities including funding, reduced fees for individuals from low- and middle-income countries, getting time off work from local institution, and availability of online FD education will enable them to increase their participation in FD activities. Conclusions: A considerable number of African oncologists face many FD challenges and are therefore dissatisfied with the current state of their FD. Incorporating the recommendations offered by participants into faculty development planning activities may improve faculty satisfaction levels, remove barriers, and improve outcomes for learners. Also, the finding that access to curriculum development opportunities leads to increased levels of satisfaction with FD could guide FD for faculty in African oncology training programs.

Strategies for improving faculty retention: a mixed-methods study in a private medical university in Karachi, Pakistan

2021 ◽  
pp. 1-13
Author(s):  
Fatima Zehra ◽  
Nighat Rukhsana ◽  
Ambreen Usmani
Keyword(s):  
Faculty Development ◽  
Junior Faculty ◽  
Faculty Members ◽  
Faculty Retention ◽  
Structured Interviews ◽  
Administrative Positions ◽  
Teaching Expertise ◽  
Factors Affecting ◽  
The University ◽  
Medical University

Abstract Introduction: To determine the strategies that improve faculty retention at a medical university. Methods: The mixed-method study was conducted at Bahria University Medical and Dental College, Karachi, from August to September 2020, and comprised faculty members of either gender associated either with the university or with Pakistan Navy Station Shifa Hospital. Qualitative component comprised of semi-structured interviews. Quantitative data was collected using the 35-item Faculty Retention Strategies Questionnaire (FRSQ). Data was analysed using SPSS 23. Exploratory factor analysis (EFA) was done to extract the common factors influencing faculty retention. Results: Of the 182 faculty members approached, 101(56%) responded. Of them, 66(65.3%) subjects were females, 35(34.7%) were males, 46(45.5%) were aged <36 years, and 65(65.3%) were working at the university for <5 years. The factors affecting faculty retention were direct communication of departmental head with faculty, timely promotions, feedback on teaching performance to junior faculty, clear employment policies, protected research time, teaching expertise-based promotions, implementing innovative faculty ideas, scholarships for postgraduate faculty, faculty administrative positions, equal junior faculty workloads, transport provision, competitive pay-scale and faculty development workshops. Item mean was 4.143±0.380, Cronbach’s alpha was 0.894 and inter-item correlation was 0.223. EFA revealed a 4-factor solution: ‘institutional work support’, ‘faculty development’, ‘faculty communication’ and ‘faculty leadership initiative’. Conclusion: Implementing certain strategies could possibly lead to long-term faculty retention. Key Words: Faculty attrition, Faculty development, Faculty resignation, Faculty retention, Faculty turnover. Continuous...

scholarly journals Shifting Teaching and Learning in Online Learning Spaces: An Investigation of a Faculty Online Teaching and Learning Initiative

2020 ◽  
Vol 24 (1) ◽  
Author(s):  
Jayson W. Richardson ◽  
Ericka Hollis ◽  
Mikah Pritchard ◽  
John Eric M. Novosel-Lingat
Keyword(s):  
Learning Community ◽  
Teaching Strategies ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Research University ◽  
Faculty Members ◽  
Teaching Approaches ◽  
Structured Interviews ◽  
Hybrid Teaching ◽  
E Learning

We examined the adoption of online teaching strategies by faculty members at a large midwestern research university who participated in a year-long learning community. The purpose of this study was twofold: 1) to investigate changes in teaching approaches resulting from a year-long e-learning professional development initiative; and 2) to understand the perceptions of factors that influenced faculty members’ decision to adopt online or hybrid teaching approaches. The analysis was based on survey data and semi-structured interviews. Barriers, challenges, and successes to the adoption of online teaching strategies are also described in this article. 

scholarly journals Social Media Use and Expectations in the Teaching and Learning Process: The Opinions of the Faculty Members

2021 ◽  
Vol 11 (3) ◽  
pp. 456-468
Author(s):  
yüsra köse
Keyword(s):  
Social Media ◽  
Learning Process ◽  
Classroom Environment ◽  
Teaching And Learning ◽  
Code Of Ethics ◽  
Faculty Members ◽  
Health Economy ◽  
Structured Interviews ◽  
Learning And Teaching ◽  
Social Media Tools

Nowadays, social media tools used in all fields such as politics, health, economy, transportation, public services are also used in the learning and teaching process. The main aim of this research is to investigate academic administrators’ and faculty members’ perceptions concerning the reasons and the expectations of social media usage in the teaching and learning process. With this purpose, semi-structured interviews were carried out with 20 academic teaching faculty members from different academic units, titles, and positions at Aksaray University in Turkey. According to the findings of this research, the use of social media in the teaching and learning process was similar in terms of faculty that use or not use. In this study, both the benefits and challenges of using social media for teaching and learning purposes were identified. It has been determined that the faculty members who use social media prefer YouTube most and even the ones against find YouTube useful and use them effectively in their courses. The motives stated by the faculty that use social media were; student-centered reasons such as students’ preference to use these environments, contributing to students’ perceptions and learning, fast and effective communication with students, as well as accessibility and equal opportunities in education. Those who do not prefer to use social media claimed the students’ unethical behavior in these platforms, the difficulty of creating a traditional classroom environment, and maintaining the relationship between the learner and the teacher. As a result, in order to integrate social media tools with the teaching and learning process, it is necessary to raise awareness of faculty members and students and to use social media tools that have a code of ethics, appropriate and can be integrated into the learning environments.

scholarly journals Faculty Perceptions of Using Synchronous Video-based Communication Technology

2021 ◽  
Vol 25 (4) ◽  
Author(s):  
Patrick R. Lowenthal ◽  
Richard E. West ◽  
Leanna Archambault ◽  
Jered Borup ◽  
Eric Belt
Keyword(s):  
Communication Technology ◽  
Mixed Method ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Faculty Perceptions ◽  
Faculty Members ◽  
Future Research ◽  
Mixed Method Study ◽  
Online Teaching And Learning ◽  
Research And Practice

Online learning has traditionally relied on asynchronous text-based communication. The COVID-19 pandemic, though, has provided many faculty members with new and/or additional experience using synchronous video-based communication. Questions remain, though, about how this experience will shape online teaching and learning in the future. We conducted a mixed method study to investigate faculty perceptions of using synchronous video-based communication technology. In this paper, we present the results of our inquiry and implications for future research and practice.

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