scholarly journals Strategic Approaches to SoEL Inquiry Within and Across Disciplines: Twenty-year Impact of an International Faculty Development Program in Diverse University Contexts

2020 ◽  
Vol 3 (1) ◽  
pp. p1
Author(s):  
Andrea S. Webb ◽  
Harry T. Hubball ◽  
Anthony Clarke ◽  
Simon Ellis
Keyword(s):  
Higher Education ◽  
Faculty Development ◽  
Professional Learning ◽  
Educational Leaders ◽  
Development Program ◽  
Learning Needs ◽  
Graduate Degree ◽  
Faculty Development Program ◽  
International Faculty ◽  
University Campuses

Educational leaders on university campuses around the world are increasingly required to account for the effectiveness, efficiency and quality of their undergraduate and graduate degree programs. The S Scholarship of Educational Leadership (SoEL) in higher education is a distinctive form of strategic inquiry for educational leaders with an explicit transformational agenda of educational practices within and across the disciplines in diverse university contexts. This paper examines complex institutional challenges and strategic approaches to SoEL inquiry. In an international faculty development context, data suggests that educational leaders from a variety of disciplines face significant challenges when undertaking SoEL inquiry. Strategic institutional supports and customised professional development are key to facilitating SoEL inquiry in higher education. Further, SoEL is inherently situated, socially mediated, and responsive to the professional learning needs and circumstances of educational leaders within and across the disciplines in diverse university contexts.

scholarly journals Blended Learning From Design to Evaluation: International Case Studies of Evidence-Based Practice

2017 ◽  
Vol 21 (3) ◽  
Author(s):  
Prof. Norman D. Vaughan ◽  
Aline Reali ◽  
Stefan Stenbom ◽  
Marieta Jansen Van Vuuren ◽  
David MacDonald
Keyword(s):  
Faculty Development ◽  
Blended Learning ◽  
Teaching Practice ◽  
Development Program ◽  
Lessons Learned ◽  
Learning Needs ◽  
Faculty Development Program ◽  
International Faculty ◽  
Face To Face ◽  
Institutional Stakeholders

This study compares and contrasts four international faculty development programs for blended learning in order to understand the benefits, challenges, lessons learned, and recommendations from such initiatives. The benefits identified for faculty members, who participated in these programs, were that they became more reflective of their teaching practice and began to make a role adjustment from being a content provider to a designer and facilitator of learning for students. The biggest challenge appeared to be a lack of common institutional definition and understanding of blended learning as well as a lack of time and resources to support faculty in the redesign of their courses. With regards to lessons learned, each program emphasized the need for all institutional stakeholders to be involved in supporting the initiative and that blended learning does not simply imply adding digital technologies to an existing face-to-face course. The key recommendation from this study is that a faculty development program for blended learning needs to be clearly aligned with the institution’s vision and mission.

scholarly journals The impact of an international faculty development program on simulation-based healthcare education

2012 ◽  
Vol 34 (6) ◽  
pp. 510-510 ◽  
Author(s):  
Hyun Soo Chung ◽  
S. Barry Issenberg ◽  
Paul Phrampus ◽  
Geoff Miller ◽  
Sang Mo Je ◽  
...  
Keyword(s):  
Faculty Development ◽  
Development Program ◽  
Healthcare Education ◽  
Faculty Development Program ◽  
International Faculty ◽  
Simulation Based ◽  
The Impact

E-Learning and Faculty Development in Higher Education

2016 ◽  
pp. 226-244
Author(s):  
Susan Gallagher-Lepak ◽  
Christine Vandenhouten
Keyword(s):  
Higher Education ◽  
Faculty Development ◽  
Interface Design ◽  
Development Program ◽  
Learning Technologies ◽  
Nursing Program ◽  
Development Model ◽  
Faculty Development Program ◽  
Learning Framework ◽  
E Learning

Growth of online higher education and advances in technology justify and encourage new models of faculty development related to e-learning. This chapter describes a multi-campus faculty development program using distance technology, a Community Of Practice (COP) model, and an e-learning framework. The Flexible Framework for E-Learning by Khan (2005) guided planning and implementation of the faculty development program. A variety of strategies were used to deliver the faculty development program including use of campus-based site leaders, participating scholars, monthly videoconferences, a faculty development handbook, hands-on use of new e-learning technologies, and a year-end conference. The program also included an evaluation of the interface design of courses used in a collaborative online nursing program with findings reported to faculty. Along with strategies used, barriers and evaluation of the multi-campus faculty development model are presented so that the faculty development model can be replicated across other universities and disciplines.

scholarly journals Faculty Development Program effectiveness in educational events

2020 ◽  
Author(s):  
Asdrubal Falavigna ◽  
ALFREDO GUIROY ◽  
Juan Emmerich ◽  
Diogo Julien Miranda
Keyword(s):  
Faculty Development ◽  
Effective Teachers ◽  
Program Effectiveness ◽  
Development Program ◽  
Biomedical Science ◽  
Faculty Development Program ◽  
Educational Strategies ◽  
International Faculty ◽  
Faculty Evaluations ◽  
New Ideas

Abstract Background Developing clinical and biomedical science faculty to become effective teachers is critical to meet the challenges of medical education. Education research is at a stage in which we have strong theories of student learning, but we do not have well-developed ideas about teacher learning, nor about how to help teachers incorporate new ideas into their ongoing systems of practice. We aim to study the AOSpine Faculty Development program, which consists in a series of training programs at progressive levels. Methods Retrospective study from a prospective database. The information for Faculty performance (national, regional and international) in all AOSpine educational events from 2008 to 2016 was retrospectively reviewed. Additionally we developed a supplementary survey with the participants in 2016. It covered demographic topics and 4 specific questions regarding (1) quality expectations for CME programs, (2) AOSpine events highlights, (3) what could be improved in AOSpine events, and (4) activities of interest. Results We’ve accessed scores from 646 professionals (n=646) in 7,962 evaluations from 2008 to 2016 using a five-point Likert scale. 798 participants replied the 2016 survey from 20 countries of the region. The evaluation for a national Faculty was 4.42 points, the regional 4.56, and for the international faculty 4.53. The mean punctuation for the master course was 4.25, for advanced 4.44, and the value of 4.48 for principles. The Chair Training promoted an increase of the evaluation from 4.44 to 4.52 (p = 0.022) Conclusion The appliance of a Faculty Development Program based on educational strategies directly affects the outcomes of educational events. The 8-years systematic review showed continued improvement of the trained faculty evaluations in all levels.

E-Learning and Faculty Development in Higher Education

2018 ◽  
pp. 1244-1262
Author(s):  
Susan Gallagher-Lepak ◽  
Christine Vandenhouten
Keyword(s):  
Higher Education ◽  
Faculty Development ◽  
Interface Design ◽  
Development Program ◽  
Learning Technologies ◽  
Nursing Program ◽  
Development Model ◽  
Faculty Development Program ◽  
Learning Framework ◽  
E Learning

Growth of online higher education and advances in technology justify and encourage new models of faculty development related to e-learning. This chapter describes a multi-campus faculty development program using distance technology, a Community Of Practice (COP) model, and an e-learning framework. The Flexible Framework for E-Learning by Khan (2005) guided planning and implementation of the faculty development program. A variety of strategies were used to deliver the faculty development program including use of campus-based site leaders, participating scholars, monthly videoconferences, a faculty development handbook, hands-on use of new e-learning technologies, and a year-end conference. The program also included an evaluation of the interface design of courses used in a collaborative online nursing program with findings reported to faculty. Along with strategies used, barriers and evaluation of the multi-campus faculty development model are presented so that the faculty development model can be replicated across other universities and disciplines.

Sign in / Sign up

Export Citation Format

Share Document