scholarly journals Leveraging Collaboration and Peer Support to Initiate and Sustain a Faculty Development Program

2021 ◽  
Vol 40 (2) ◽  
Author(s):  
Anneris Coria-Navia ◽  
Scott Moncrieff
Keyword(s):  
Higher Education ◽  
Liberal Arts ◽  
Teaching And Learning ◽  
Development Program ◽  
Strong Component ◽  
Faculty Development Program ◽  
Liberal Arts Institutions ◽  
Formal Systems ◽  
Consulting Services ◽  
Adequate Funding

In today’s impoverished higher education fiscal climate, especially considering the enormous financial implications to higher education of accommodating the changes required by the coronavirus pandemic, “nonessential” though highly important programs, such as centers for teaching and learning (CTLs), are very likely to be underfunded. In this study, we illustrate how underfunded programs can leverage peer collaboration and support to initiate productive, formal systems of assistance for faculty by describing a number of such programs developed by and/or coordinated by our CTL. Moreover, we propose that sustainable programs, especially at small liberal arts institutions, must include a strong component of peer networking and in-house expertise rather than relying on outside consulting services. In a climate of shrinking dollars, CTLs can still perform some key roles effectively while continuing to advocate for more adequate funding.

Reasons for Student Behavior Codes: A Qualitative Study at Two Christian Liberal Arts Institutions

NASPA Journal ◽  
2005 ◽  
Vol 42 (4) ◽  
Author(s):  
Brad A. Lau
Keyword(s):  
Higher Education ◽  
Qualitative Study ◽  
Liberal Arts ◽  
Student Behavior ◽  
Codes Of Conduct ◽  
Faculty Members ◽  
Christian Higher Education ◽  
Liberal Arts Institutions ◽  
Institutional Values

One of the great challenges facing Christian higher education is the role and impact of student behavior codes in furthering institutional values and inculcating those values in the students served by such institutions. The perspectives of administrators, faculty members, and students regarding the rationale for codes of conduct at their institution are examined. To obtain data, administrators, faculty members, and students at two Christian liberal arts institutions completed questionnaires and participated in follow-up interviews based on individual responses to the questionnaire. The views of all three groups are described as they see behavior codes relating to institutional purpose and the development and implementation of such codes.

The Liberal Arts, the Campus, and the Biosphere

1990 ◽  
Vol 60 (2) ◽  
pp. 205-217 ◽  
Author(s):  
David Orr
Keyword(s):  
Higher Education ◽  
Liberal Arts ◽  
Natural World ◽  
Colleges And Universities ◽  
College Campus ◽  
Environmental Concerns ◽  
Liberal Arts Institutions ◽  
College Youth ◽  
Curricular Innovations ◽  
Allan Bloom

Where does the campus fit into the biosphere? What role should universities play in the struggle to save the environment? Although critics, such as Allan Bloom, have recently accused liberal arts institutions of failing to educate college youth properly, few have addressed the question of how colleges and universities might make students more aware and responsible about their place in the natural world. In this article David Orr offers a rationale for incorporating environmental concerns into the curricula of higher education and suggests examples of curricular innovations, including programs for restructuring the ways colleges procure food, deal with waste, and use energy. Orr shows us how a focus on the ecosystem of the college campus can broaden students' visions of the natural world in which they live.

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.

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