Higher Education Faculty Collaboration With K-12 Teachers as a Professional Development Experience for Faculty

2015 ◽  
Vol 044 (04) ◽  
Author(s):  
Sarah Knowlton ◽  
Jay Fogleman ◽  
Frieda Reichsman ◽  
Glenisson De Oliveira
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Education Faculty ◽  
Higher Education Faculty ◽  
Faculty Collaboration ◽  
Development Experience ◽  
K 12

Motivation to teach

2019 ◽  
Vol 21 (3) ◽  
pp. 190-203
Author(s):  
Nancy L. Leech ◽  
Kara Mitchell Viesca ◽  
Carolyn A. Haug
Keyword(s):  
Higher Education ◽  
Design Methodology ◽  
University Education ◽  
Motivating Factors ◽  
Education Faculty ◽  
Higher Education Faculty ◽  
Content Type ◽  
Two Samples ◽  
Confirmatory Factor ◽  
K 12

Purpose The purpose of this paper is to investigate higher education faculty’s motivation to teach and to validate the Factors Influencing Teaching Choice (FIT-Choice) survey with this population. Design/methodology/approach Confirmatory factor analysis and t-tests on data from 101 higher education faculty and data from K-12 teachers show that the two samples fit the model similarly. Findings Results show that the similarities between the two groups are important to note as it suggests both the value of the FIT-Choice instrument as a research tool in higher education as well as the similarities in motivating factors between higher education faculty and in-service K-12 teachers. Originality/value This is one of the first studies to use the FIT-Choice scale with university education faculty.

Earning tenure with outstanding teaching

2018 ◽  
Vol 20 (2) ◽  
pp. 101-112 ◽  
Author(s):  
Nancy L. Leech ◽  
Jessica Schnittka ◽  
Carolyn A. Haug
Keyword(s):  
Higher Education ◽  
University Education ◽  
Schools Of Education ◽  
Education Faculty ◽  
Higher Education Faculty ◽  
Content Type ◽  
K 12 ◽  
Type Of Institution ◽  
Survey Research Methods ◽  
Teaching In Higher Education

Purpose The purpose of this paper is to investigate motivation to teach for higher education faculty within schools of education. Design/methodology/approach This study utilized survey research methods to collect data from higher education faculty at nine universities identified from the Carnegie Foundation for the Advancement of teaching website. Findings The predictor variables of gender, years of teaching in higher education, percent of overall workload devoted to teaching and two dummy variables for type of institution (i.e. doctoral granting and research II institution) when considered together did not statistically significantly predict whether or not a faculty person achieved tenure with outstanding teaching. In total, 14 of the factors influencing teaching (FIT)-choice scale components statistically significantly predicted whether or not a faculty person achieved tenure with outstanding teaching, only social dissuasion statistically significantly added to the model. Originality/value This is the first study to use the FIT-choice scale with university education faculty, and the findings suggest that higher education faculty may be motivated to produce high-quality instruction based on different factors than K-12 teachers.

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 Scouts, Students, and Faculty Benefit from Education Programs

Eos ◽  
2015 ◽  
Vol 96 ◽  
Author(s):  
Bethany Adamec ◽  
Pranoti M. Asher
Keyword(s):  
Higher Education ◽  
Early Career ◽  
Fall Meeting ◽  
Education Faculty ◽  
Education Programs ◽  
Higher Education Faculty ◽  
The Public ◽  
American Geophysical ◽  
K 12 ◽  
American Geophysical Union

The American Geophysical Union hosted more than 30 events at the 2014 Fall Meeting for K–12 teachers, higher education faculty, early-career scientists, and the public.

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.

Level Up

2017 ◽  
pp. 366-379 ◽  
Author(s):  
Oliver Dreon ◽  
Greg Szczyrbak
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Faculty Member ◽  
Learning Environments ◽  
Design Considerations ◽  
Development Experience ◽  
The Creation ◽  
K 12 ◽  
Game Elements

Gamification is becoming increasingly popular in both K-12 and higher education settings. By infusing game elements into learning environments, educators believe that students will be more engaged and more motivated to learn (Bowman, 1982, Deterding, 2012, Dominguez et al, 2013). But what about the use of gamification to support the professional development of educators? What impact would gamification have on the participation and motivation of professors and faculty involved in an intensive professional development experience? This chapter describes the creation and implementation of Level Up, a two week long professional development game involving twenty faculty member participants. The chapter outlines the process of designing the game and the game elements used throughout its implementation. The chapter also examines some challenges the designers and participants experienced during the game implementation and provides several design considerations for professional developers who wish to gamify their faculty programs.

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