Object-Oriented Faculty Development

2010 ◽  
pp. 517-532
Author(s):  
Karen Walsh
Keyword(s):  
Faculty Development ◽  
Learning Styles ◽  
Human Performance ◽  
Development Program ◽  
Object Oriented ◽  
Teaching Tool ◽  
Development Programs ◽  
Faculty Development Program ◽  
Performance Training ◽  
Training Professionals

The study outlined in this chapter simulated a faculty development program that utilized a demonstration/ simulation -- a learning object that digitally demonstrates a task then asks the student to replicate it. In this learning environment, participants were given the chance to learn a skill from a teaching tool that they in turn could use in their classrooms. In addition, half the participants were asked to evaluate their learning styles by taking a Multiple Intelligence inventory before working with the demonstration/ simulation. Overall, the participants felt that this study was an enlightening experience for them -- they became more aware of how they learn, which gave them insight on how their students learn. Faculty development designers, human performance training professionals, and instructional technology designers can use the results of this study to gain a greater understanding of object-oriented faculty development programs that improve human performance and appropriate ways to implement them.

scholarly journals Becoming clinical supervisors: identity learnings from a registrar faculty development program

2020 ◽  
Author(s):  
Christy Noble ◽  
Jessica Young ◽  
Ellen Hourn ◽  
Dale Sheehan
Keyword(s):  
Identity Development ◽  
Faculty Development ◽  
Identity Formation ◽  
Development Program ◽  
Development Programs ◽  
Faculty Development Program ◽  
Clinical Supervisors ◽  
Curriculum Review ◽  
Dual Identity ◽  
Comprehensive Curriculum

AbstractThis article shares our experiences and surprises as we developed, implemented and evaluated a 12-week faculty development program for registrars as clinical supervisors over three cohorts. The program has consistently been rated highly by participants. Yet, following a comprehensive curriculum review, we were surprised that our goal of encouraging identity development in clinical supervisors seemed to be unmet. Whilst our evaluation suggests that the program made important contributions to the registrars’ knowledge, application and readiness as clinical supervisors, challenges linked to developing a supervisor identity and managing the dual identity of supervisor and clinician remain. In this article we describe our program and argue for the importance of designing faculty development programs to support professional identity formation. We present the findings from our program evaluation and discuss the surprising outcomes and ongoing challenges of developing a cohesive clinical educator identity. Informed by recent evidence and workplace learning theory we critically appraise our program, explain the mechanisms for the unintended outcomes and offer suggestions for improving curricular and pedagogic practices of embedded faculty development programs. A key recommendation is to not only consider identity formation of clinical supervisors from an individualist perspective but also from a social perspective.

scholarly journals Faculty Development Effectiveness: Insights from a Program Evaluation

2014 ◽  
Vol 2014 ◽  
pp. 1-5 ◽  
Author(s):  
Anupma Wadhwa ◽  
Lopamudra Das ◽  
Savithiri Ratnapalan
Keyword(s):  
Faculty Development ◽  
Development Program ◽  
Development Programs ◽  
Faculty Development Program ◽  
Course Content ◽  
Time Commitment ◽  
Coaching Strategies ◽  
Semistructured Interviews ◽  
Course Format

Background. Faculty development programs are often time and resource intensive. In order to accommodate time constrained clinicians a limited time commitment faculty development program was developed and was shown to be effective in improving participant’s scholarly productivity. Objectives. The objective of this study was to assess participants’ perceptions of why the faculty development program was effective in promoting scholarship in education. Methods. In-depth semistructured interviews of course participants were conducted a year after completing a faculty development program. The interviews were audiotaped and transcribed verbatim. The transcriptions were coded independently by the investigators for dominant themes. The investigators held coding meetings to further refine the themes and discrepancies were handled by referring to the transcripts and reaching consensus. Results. The participants’ satisfaction with the course as described in the interviews correlated with the early satisfaction surveys. Reasons offered for this impact fell into four broad categories: course content, course format, social networking during the course, and the course facilitation coaching strategies to achieve goals. Conclusions. Course focusing on the process, experiential learning, and situating the course facilitator in the role of a functional mentor or coach to complete projects can be effective in facilitating behaviour change after faculty development programs.

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.

Incorporating sustainability content and pedagogy through faculty development

2016 ◽  
Vol 17 (5) ◽  
pp. 582-600 ◽  
Author(s):  
Carol A. Hurney ◽  
Carole Nash ◽  
Christie-Joy B. Hartman ◽  
Edward J. Brantmeier
Keyword(s):  
Faculty Development ◽  
Design Methodology ◽  
Course Design ◽  
Development Program ◽  
Development Programs ◽  
Faculty Development Program ◽  
Content Type ◽  
Course Redesign ◽  
The Impact ◽  
Integrated Sustainability

Purpose Key elements of a curriculum are presented for a faculty development program that integrated sustainability content with effective course design methodology across a variety of disciplines. The study aims to present self-reported impacts for a small number of faculty participants and their courses. Design/methodology/approach A yearlong faculty development program to introduce content and effective course design for teaching about sustainability was created through a content-driven, backward design approach. Faculty participants from two cohorts were surveyed electronically to evaluate their perceptions of the impact of the program on their courses and professional development either one or two years after completing the program. Findings The theoretical model, curriculum and assignments for the sustainability-enhanced program are presented and discussed. Faculty participant responses to a survey (n = 14) following completion of the program indicated that the process changed pedagogical approaches, created a sense of community and raised awareness of campus resources. Faculty perceived that sustainability content enhanced their course redesign by providing “real-world” relevance, awareness and engagement. More than half of the respondents reported using tools they learned in the program to redesign elements of other courses. Three respondents indicated that integrating sustainability content into their courses had little to no benefit. Research limitations/implications The study did not explore the impact of the program on faculty and student learning. Practical implications The tools presented are practice-ready. Originality/value This study can inform the design and evaluation of other sustainability-related faculty development programs.

scholarly journals Faculty development program: Way to excellence

2020 ◽  
Vol 3 (2) ◽  
pp. 107-112
Author(s):  
Riffat Shafi ◽  
Ayesha Rauf ◽  
Khurram Irshad ◽  
Iffat Zaman ◽  
Ashraf Hussain ◽  
...  
Keyword(s):  
Focus Group ◽  
Faculty Development ◽  
Teaching And Learning ◽  
Teaching Effectiveness ◽  
Group Discussion ◽  
Development Program ◽  
Development Programs ◽  
Faculty Development Program ◽  
Educational Strategies ◽  
Individual Interviews

Introduction: The importance of faculty development programs (FDP) to improve teaching effectiveness has been emphasized in recent years. Our endeavors to improve teaching ways at Shifa College of Medicine, include development of student feedback mechanisms, professional development programs, and research into teaching. New trends taking place in academic medicine were accommodated by modification of faculty development model. Methods: With an aim to assess the perceptions of faculty about FDP at Shifa College of Medicine we gathered views of faculty, by administering questionnaire, conducting focus group and individual interviews. Results: More than half of faculty (51%-83%) agreed with various items related to teaching and learning concepts, 79% believed that they learned assessment methods. 73% agreed that it was a source of introduction to new educational strategies. Sixty-eight percent agreed that FDP helped to improve skills in teaching of ethics and professionalism.  Results of focus group discussion show that faculty found program helpful in their grooming and development and it made them more knowledgeable. Views from individual interviews stated that faculty development program has contributed towards learning. Conclusion: In conclusion FDP at Shifa College of Medicine is valued by faculty. It has contributed towards excellence in teaching. This program should be continued with an endeavor to improve it further.

scholarly journals Attitudes of Junior Faculty Members Towards The Role of Faculty Development Program on Their Scholar Activities: The Experience in A Developing Country

2020 ◽  
Author(s):  
Ali Dabbagh ◽  
Seyyedeh Narjes Ahmadizadeh ◽  
Faranak Behnaz ◽  
Kamal Fani ◽  
Mahshid Ghasemi ◽  
...  
Keyword(s):  
Faculty Development ◽  
Development Program ◽  
Junior Faculty ◽  
Academic Program ◽  
Faculty Members ◽  
Development Programs ◽  
Faculty Development Program ◽  
Advantages And Disadvantages ◽  
Positive Attitudes ◽  
Definition Of

Abstract Background: the goal of Faculty Development Programs (FDPs) is to continue to provide the necessary resources to build successful, enjoyable and highly productive career. However, the outcome of implantation of new FDP on the faculties' educational improvement has not been adequately assessed. In this study, we assessed the attitudes of junior faculty members regarding the effect of a departmental FDP on their scholar activities in Department of Anesthesia, Critical Care (DACC), School of Medicine, Shahid Beheshti University of Medical Sciences (SBMU), Tehran, Iran.Methods: twelve junior faculty members of DACC, SBMU were selected to fill a secure questioner aiming on the following items: 1- Definition of the PDF in one sentence 2- advantages and disadvantages of PDF 3- If FDP has led to improvements in the faculty’s academic function and if yes 4- explaining how. Key words for this questioner have been analyzed and ranked. Then the same faculty members were asked to rank their attitude from one to ten toward the keywords quantitatively; using a table of 32 items.Results: the results of questioner should that nearly all of the faculties considered FDP as a very advantageous academic program. The results were both qualitative and quantitative.Conclusion: faculty members of DACC, SBMU had positive attitudes towards FDP courses and described the course as "a well-designed multilateral academic teamwork thriving ethical, educational, managerial and research-related capacities".

Faculty Development for Clinical Educators

2017 ◽  
pp. 277-300
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.

Situationally orchestrated pedagogy: Teacher reflections on positioning as expert, facilitator, and caregiver

2020 ◽  
pp. 135050762092562
Author(s):  
Maribel Blasco ◽  
Annemette Kjærgaard ◽  
Thyra Uth Thomsen
Keyword(s):  
Faculty Development ◽  
Development Program ◽  
Positioning Theory ◽  
First Year ◽  
Development Programs ◽  
Faculty Development Program ◽  
First Year Students ◽  
Promising Tool ◽  
Content Expert ◽  
Teacher Reflections

Based on qualitative data generated during a faculty development program for teachers of first-year students at a Danish business school, we explore teachers’ reflections about tactically mobilizing different positions in teaching situations. We propose that positioning theory offers a promising tool for understanding teachers’ assumptions about their professional identities and, when used in faculty development programs, can strengthen teachers’ awareness that they can situationally orchestrate pedagogy by purposefully shifting between different positions. Over time, this awareness may help to develop teachers’ situational wisdom. We introduce the concept of “pedagogical positioner” to capture this meta-positioning skill. We further identify three positions that teachers can adopt when teaching first-year students: the content expert, the learning facilitator, and the supportive caregiver. Based on positioning theory, we conceptualize the discursive positions, storylines, and rights and duties that emerge in teachers’ accounts of these shifts. Finally, we discuss the advantages and limitations of reflexive and interactive positioning in teaching, and suggest how awareness about different positions might be fostered through faculty development programs.

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