scholarly journals Faculty Development for E-Learning: A Multi-Campus Community of Practice (COP) Approach

2012 ◽  
Vol 16 (2) ◽  
Author(s):  
Janet Reilly ◽  
Christine Vandenhouten ◽  
Susan Gallagher-Lepak ◽  
Penny Ralston-Berg
Keyword(s):  
Faculty Development ◽  
Community Of Practice ◽  
Teaching And Learning ◽  
Development Program ◽  
Faculty Development Program ◽  
Practice Model ◽  
Nursing Educators ◽  
Specific Content ◽  
Online Higher Education ◽  
E Learning

Faculty development is a critical process, enabling instructors to remain abreast of new discipline specific content and innovations in the scholarship of teaching and learning. The explosion of online higher education and unbounded advances in technology provide examples and rationale for why faculty development for e-learning is needed. Literature on faculty development and e-learning is reviewed and a multi-campus faculty development program using distance technology and a community of practice model for nursing educators will be described. Successful strategies, barriers and an evaluation of the multi-campus faculty development model experience will be presented in a format that allows for replication across disciplines.

Developing TPACK Understanding Through Experiential Faculty Development

2019 ◽  
pp. 224-256
Author(s):  
Michelle Fulks Read ◽  
Gwendolyn M. Morel ◽  
Tamarin Butcher ◽  
Ann Evans Jensen ◽  
Jesse M. Lang
Keyword(s):  
Faculty Development ◽  
Self Efficacy ◽  
Teaching And Learning ◽  
Online Courses ◽  
Development Program ◽  
Faculty Development Program ◽  
Faculty Knowledge ◽  
E Learning ◽  
Degree Of Confidence ◽  
Beliefs And Attitudes

The purpose of this chapter was to explore changes in faculty knowledge, beliefs, and attitudes regarding online teaching and learning, as well as faculty's degree of confidence in developing and implementing online courses after participating in a multiweek, experientially based faculty development program. The study draws on change theory, specifically teacher change in knowledge, beliefs and attitudes, self-efficacy, and the TPACK framework. The findings suggest that faculty development that incorporates elements of collaboration, modeling, peer review, coaching, extended time, and numerous opportunities for observation and reflection are key to participants' TPACK development and positive changes in teaching beliefs, e-learning attitudes, and self-efficacy.

Mounting Need Assessment of Medical Faculty: to Shift from Tradtional to Integrated Curriculum

2021 ◽  
Vol 15 (10) ◽  
pp. 3469-3472
Author(s):  
Najma Naz ◽  
Asif Mahmood ◽  
Nasrullah Khan ◽  
Shan E Zohra ◽  
Tariq Saeed ◽  
...  
Keyword(s):  
Faculty Development ◽  
Integrated Curriculum ◽  
Teaching And Learning ◽  
Development Program ◽  
Cross Sectional Study ◽  
Community Services ◽  
Medical Faculty ◽  
Faculty Development Program ◽  
Cross Sectional ◽  
Need Assessment

Introduction: FDP is an integral part of any organization to improve the expertise and skills of the faculty that is needed to indorse educational excellence. It is an important tool to enhance student learning and ultimate patient care. To get maximum benefit it must be well formed, properly executed and evaluated. Needs of faculty and institution play important role in organizing faculty development program. Aims & Objective. Current study was conducted to explore professional needs of medical faculty required for implementation of integrated curriculum in various medical colleges of Lahore. Material & Method: This is a descriptive cross sectional study conducted during the period of August to October 2019. Online google form was developed to identify the area of concern. It has two parts, demographic and faculty need assessment. Need assessment questionnaire having six domain (teaching and learning, assessment, curriculum, research, publication and community services) that comprises of 38 items. Each item has five point Likert scale (Strongly disagree to strongly agree). Link of this form was share with the medical faculty through whatsApp and email. Medical teaching faculty were asked to fill the survey form. Result: The response rate was 73%. All Participants exhibited more interest in areas especially teaching competance(70%), publication competence(78%), community services(69%). Whereas express comparatively less interest in research competence(63%), curriculum(63%) and assessment(60%). Conclusion: Need assessment is basic and fundamental part of any FDP. This survey enabled us to identify the concerns of our faculty and areas that needs enhancement in faculty development program. Keywords: Faculty development program, integrated curriculum , need assesssment

scholarly journals Faculty Development Program Models to Advance Teaching and Learning Within Health Science Programs

2014 ◽  
Vol 78 (5) ◽  
pp. 99 ◽  
Author(s):  
Jason W. Lancaster ◽  
Susan M. Stein ◽  
Linda Garrelts MacLean ◽  
Jenny Van Amburgh ◽  
Adam M. Persky
Keyword(s):  
Faculty Development ◽  
Teaching And Learning ◽  
Development Program ◽  
Health Science ◽  
Faculty Development Program

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.

scholarly journals Educational Leadership in Teaching Excellence (EnLITE): A Peer-Driven Faculty Development Program

2019 ◽  
Vol 10 (2) ◽  
Author(s):  
Andrea C. Buchholz ◽  
Janet Wolstenholme ◽  
Jeji Varghese ◽  
J. Andrew Robinson ◽  
Jennifer Spencer ◽  
...  
Keyword(s):  
Educational Leadership ◽  
Faculty Development ◽  
Communities Of Practice ◽  
Teaching And Learning ◽  
Development Program ◽  
Future Research ◽  
Faculty Development Program ◽  
Teaching Excellence ◽  
Approach To Teaching ◽  
One Year

Educational Leadership in Teaching Excellence (EnLITE) is an 11-month faculty development program at the University of Guelph, Ontario. Created and led by faculty members and educational developers, EnLITE is designed to engage participants in the principles, practice and theory of teaching and learning in higher education and to promote a learner-centred approach to teaching. Participants critically examine and discuss scholarly topics on teaching and learning and in their own disciplines; collaborate with one or more teaching mentors; engage in peer classroom observation; and participate in other teaching-related activities informed by their individual learning plans. Our objective was to determine the perceived impact of EnLITE on participants’ teaching-related practices and experiences. We collected pre-, post- and one-year post-program quantitative and qualitative survey responses from each of the 2014-2015, 2015-2016 and 2016-2017 EnLITE cohorts (N = 17 participants representing a variety of disciplines; 71% female). There were significant improvements in participants’ perceived teaching practices related to critical self-reflection (13% increase from pre- to one-year post-program), student engagement (+28.2%), collaborative learning (+31%) and learner-centred pedagogy (+22.9%, all p < 0.05). There was little to no change in use of technology, student assessment, leadership, participation in communities of practice, or dissemination of teaching-related scholarship. These results provide empirical evidence of the effectiveness of a peer-driven faculty development program in promoting a learning-centred approach to teaching. Future research should determine whether these changes translate into improved student learning, and whether such programs demonstrate longer term improvements in engagement in teaching-related leadership, communities of practice and dissemination.

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.

Faculty Development for Clinical Educators

2018 ◽  
pp. 1554-1577
Author(s):  
Silvia Lizett Olivares Olivares ◽  
Mildred Vanessa López Cabrera ◽  
Martha Ruth Loyola Segura ◽  
Jorge Eugenio Valdez García
Keyword(s):  
Faculty Development ◽  
Teaching And Learning ◽  
Development Program ◽  
Core Knowledge ◽  
Development Programs ◽  
Faculty Development Program ◽  
Faculty Experiences ◽  
Clinical Educators ◽  
Flexner Report ◽  
Uncertain Future

Since the Flexner report in the 20th century, teaching and learning process has evolved through: science learning, problem based learning, competency based learning and perspective learning. This evolution provides a consensus that educators need to develop competencies in their students to prepare them for an uncertain future. Competency refers not only to core knowledge or instrumental skills, but to interpersonal and systemic abilities required for lifelong learning. This transformation requires changes in both the educational model and faculty development programs. Previous research and proposals have defined important qualities and attributes; for clinical educators. The Faculty Development program presented here has been assessed with a mixed multiphase approach for continuous improvement process: 1) assessment of proposal, 2) assessment of implementation, 3) assessment of faculty experiences and 4) institutionalization of program. Results from this experience are presented, as well as other further challenges on this initiative.

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.

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