The MORE Model for Faculty Development

2010 ◽  
pp. 505-516
Author(s):  
Walter Wager
Keyword(s):  
Best Practices ◽  
Faculty Development ◽  
Change Agents ◽  
Learner Centered ◽  
Integration Of Technology ◽  
Improving Instruction ◽  
Faculty Success ◽  
Instructional Best Practices ◽  
Faculty Development Centers ◽  
Innovation And Change

For many faculty the integration of technology and learner-centered teaching strategies or the adoption of instructional “best practices” represents innovation and change. The author visited fifteen research intensive university faculty development centers, looking at what they considered best practices with regard to improving instruction. The practices and programs described had one or more of the following components: Motivation, Opportunity, Resources and Evaluation, what I am calling here the MORE model. This paper discusses these four factors important to instructional change agents. The paper ends with a list of implications, based on the model, for that would enable faculty development centers to have more control over the factors that are important to faculty success and systemic change.

scholarly journals Challenges for Change Agents. Best Practices at the University Library of Freie Universität Berlin

ABI-Technik ◽  
2020 ◽  
Vol 40 (4) ◽  
pp. 357-364
Author(s):  
Martin Lee ◽  
Christina Riesenweber
Keyword(s):  
Best Practices ◽  
Change Agents ◽  
Large Change ◽  
University Library ◽  
The Future ◽  
The University ◽  
Insight Into

AbstractThe authors of this article have been managing a large change project at the university library of Freie Universität Berlin since January 2019. At the time of writing this in the summer of 2020, the project is about halfway completed. With this text, we would like to give some insight into our work and the challenges we faced, thereby starting conversations with similar undertakings in the future.

Measuring digital professional development: analytics for the use of web and social media

2015 ◽  
Vol 7 (1) ◽  
pp. 19-31 ◽  
Author(s):  
Jason Rhode ◽  
Stephanie Richter ◽  
Peter Gowen ◽  
Murali Krishnamurthi
Keyword(s):  
Professional Development ◽  
Social Media ◽  
Faculty Development ◽  
Online Resources ◽  
Faculty Professional Development ◽  
Content Type ◽  
Online Resource ◽  
The University ◽  
Development Center ◽  
Faculty Development Centers

Purpose – As faculty professional development increasingly occurs online and through social media, it becomes challenging to assess the quality of learning and effectiveness of programs and resources, yet it is important to evaluate such initiatives. The purpose of this paper is to explore how one faculty development center experimented with using analytics to answer questions about the use and effectiveness of its web and social media resources. Design/methodology/approach – The case study was based on direct observation of the center’s practice and review of selected data generated by the analytic tools. Findings – Unfortunately, while some analytics are available from a variety of sources, they are often distributed across tools and services. The center developed an analytics strategy to use data from Google Analytics and social media reporting tools to assess the use of online and social professional development resources. Initial results show that the center’s online and social professional development resources are widely used, both within and outside the university. However, more work is necessary to improve the strength and scope of the available analytics. Practical implications – As a result of the analysis, the center has streamlined online resources, targeted social media use, and has begun developing methods to allow faculty to report online resource use as professional development for academic personnel purposes. Originality/value – Many faculty development centers have not explored methods of evaluating online and social media resources. This paper outlines a strategic evaluation plan to measure the usage of online resources as well as engagement and interaction through social media.

Digital Literacy and the Emergence of Technology-Based Curriculum Theories

2014 ◽  
pp. 15-29 ◽  
Author(s):  
Melissa N. Mallon ◽  
Donald L. Gilstrap
Keyword(s):  
Best Practices ◽  
Digital Literacy ◽  
Theoretical Framework ◽  
First Century ◽  
Learning Theories ◽  
Epistemological Development ◽  
Skill Sets ◽  
Learner Centered ◽  
Educational Environments ◽  
Complexity Theories

A shifting focus in education is resulting in more networked, technology-enhanced classrooms. Contemporary educators need to be aware of the skill sets students require to thrive in twenty-first century educational environments. This developmental and learner-centered approach, known as digital literacy, enables students to use technology to find, evaluate, organize, create, and communicate information. This chapter, therefore, proposes a theoretical framework for teaching digital literacy. The authors examine contemporary learning theories, including connectivism and chaos and complexity theories, in an effort to promote further discussion on the epistemological development of digital literacy. Taking into consideration advantages and barriers to promoting digital literacy in the classroom, the authors propose best practices for educators seeking to incorporate these competencies into their curricula.

Pedagogy

2020 ◽  
pp. 60-77
Keyword(s):  
Student Engagement ◽  
Active Learning ◽  
Faculty Development ◽  
Community Of Inquiry ◽  
Learner Centered ◽  
Community Of Inquiry Framework ◽  
Definition Of ◽  
Pedagogical Approaches ◽  
Teacher Centered

In Chapter 3, the authors consider pedagogy to andragogy. Readers are treated to a brief overview of the pedagogical history and find out when the change from pedagogy to andragogy occurred. Readers will also realize the definition of pedagogy and that pedagogical approaches can be placed on a spectrum from teacher-centered or teacher-directed to learner-centered or learner-directed. The term engagement and, more specifically, student engagement are presented in the chapter. Banking theory will be explored as well as false generosity, active learning, faculty development, and the community of inquiry framework.

Development and Psychometric Testing of the Technological Competency as caring in Nursing Instrument

2011 ◽  
Vol 15 (4) ◽  
pp. 8-13 ◽  
Author(s):  
Dax Andrew Parcells, ◽  
Rozzano C. Locsin,
Keyword(s):  
Best Practices ◽  
Care Delivery ◽  
Psychometric Testing ◽  
Theory And Practice ◽  
Nursing Theory ◽  
Integration Of Technology ◽  
Validity Indices ◽  
Range Theory ◽  
Technological Competency ◽  
Future Work

The mid-range theory, technological competency as caring in nursing, provides a novel understanding of the harmonious integration of technology and caring in nursing. The quantification of technological competency, reflected in shared expectations of nurses and patients, ultimately informs the best practices requisite in grounding nursing care delivery models in technology, caring, and quality nursing. Theory and practice experts were invited to examine the validity of the Technological Competency as Caring in Nursing Instrument. Item statements were revised or eliminated based on quantitative content validity indices and specific expert feedback. The revised instrument consists of 25 statements inclusive of the five assumptions of the theory. Future work will establish best practices grounded in the perspective of technological competency as in caring nursing.

scholarly journals Exploring the impact of a task-based faculty development certificate program.

2020 ◽  
Vol 13 ◽  
pp. 131-139
Author(s):  
Diane Salter ◽  
Shannon Rushe
Keyword(s):  
Faculty Development ◽  
Qualitative Analysis ◽  
Quantitative Data ◽  
Behavioural Change ◽  
Development Programs ◽  
Approaches To Teaching ◽  
Certificate Program ◽  
Learner Centered ◽  
Teaching Faculty ◽  
The Impact

Faculty Development programs aim to improve the knowledge, attitudes and behaviours of teaching faculty with the goal of enhancing the student learning environment. This article describes a two-year research project that explored the impact of a task-based faculty development certificate program. Attitudinal and behavioural changes were assessed by using both quantitative and qualitative measures. Participants’ approaches to teaching were measured by administration of an established pre- and post-participation inventory to provide quantitative data; qualitative analysis was conducted in a review of the written post-session tasks and reflection papers. Results suggest that participation in this certificate contributed to attitudinal and behavioural change with a shift from teacher focused/content-based approaches towards student focused/learner centered approaches to teaching.   Les programmes de perfectionnement du corps professoral visent à améliorer la connaissance, l’attitude et le comportement des enseignants de manière à fournir aux étudiants un meilleur milieu d’apprentissage. Dans cet article, nous présentons un projet de recherche qui a duré deux ans et qui portait sur l’incidence d’un programme de certificat en perfectionnement du corps professoral axé sur les tâches. On évaluait les changements dans l’attitude et dans le comportement au moyen d’outils quantitatifs et qualitatifs. On prenait la mesure des approches enseignantes des participants au moyen de relevés an amont et en aval de la participation de manière à recueillir des données quantitatives. Quant à l’analyse qualitative, elle provenait du matériel écrit, soit les tâches d’après-séance et les travaux réflexifs. Les résultats indiquent que la participation à ce programme de certificat a engendré des changements dans l’attitude et le comportement des professeurs, lesquels sont passés d’une approche axée sur l’enseignant et le contenu à une approche axée sur l’étudiant ou l’apprenant.

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