Comprehensive Faculty Development

2020 ◽  
pp. 25-36 ◽  
Author(s):  
Desiree' Caldwell ◽  
Mary Sortino ◽  
Jill Winnington ◽  
Tiffany J. Cresswell-Yeager
Keyword(s):  
Online Education ◽  
Faculty Development ◽  
Online Teaching ◽  
Development Program ◽  
Direct Result ◽  
Online Faculty ◽  
Faculty Development Program ◽  
Strategic Approach ◽  
Training And Support ◽  
The University

There is a significant need for faculty development and support as it relates to online teaching. Researchers assert that the success of online education may be a direct result of the training and support of the institution's faculty. Higher education institutions implement a variety of online faculty development practices; however, little is known about which practices are seen as the most effective and efficient. In this chapter, the authors propose a strategic approach to building a comprehensive faculty development program that supports and engages online faculty from initial hire and beyond. The purpose of this chapter is to provide new insights to support faculty. The authors identify evidence-based strategies to incorporate adjunct and full-time online faculty into the university community. In addition, the authors share their experiences developing a comprehensive faculty development plan.

scholarly journals THE ILLINOIS ONLINE NETWORK IS MAKING THE VIRTUAL CLASSROOM A REALITY: STUDY OF AN EXEMPLARY FACULTY DEVELOPMENT PROGRAM

2019 ◽  
Vol 7 (2) ◽  
Author(s):  
Virgil E. Varvel ◽  
Michael Lindeman ◽  
Iris K. Stovall
Keyword(s):  
Faculty Development ◽  
Large Scale ◽  
Online Courses ◽  
Development Program ◽  
Virtual Classroom ◽  
Faculty Development Program ◽  
Teaching Online ◽  
Faculty Teaching ◽  
Online Format ◽  
The University

The Illinois Online Network (ION) is a faculty development partnership between all forty-eight community colleges in the state of Illinois and the University of Illinois. The goals of the ION program are to help faculty to develop and deliver courses in a completely online format, and also to produce online courses that incorporate best practices for engaging students in discussion and critical thinking. ION accomplishes its goals with a variety of programs, such as the Making the Virtual Classroom a Reality series of online faculty development courses. Evaluation surveys indicate that ION activities have had an impact on the satisfaction and confidence of faculty teaching online courses. This paper examines the programs and resources that ION provides, the effectiveness of the program as a whole, and the lessons ION has learned about providing a large-scale faculty development program.

scholarly journals The faculty development model of University of Milan-Bicocca: towards an integration of general and disciplinary didactics

2020 ◽  
Author(s):  
Franco Passalacqua ◽  
Elisabetta Nigris
Keyword(s):  
Faculty Development ◽  
Training Program ◽  
Development Program ◽  
Faculty Development Program ◽  
Reconstruction Process ◽  
Large Classes ◽  
Recent Developments ◽  
Training Structure ◽  
Training Methodologies ◽  
The University

The contribution presents the faculty development program of the University of Milano-Bicocca, called “Teaching large classes”. The objective of this paper is to illustrate the training structure of this project (launched in 2016 with a series of pilot actions that became fully operational the following year) and its recent developments. The paper intends to provide a detailed description of the three main principle that shape the structure of the training program: the continuum of immersion and distancing in training methodologies; the isomorphism between learning contents and teaching methodologies; the focus on the didactic transposition and education reconstruction process. The analysis of these principles shows that the inter- and trans-disciplinary approach of the training program is a crucial condition to the interconnectedness of the three principles in a consistent training structure. Furthermore, the multi- inter- and transdisciplinary approach allows for the development of the project with a broader scope.

A Virtual Medical Faculty Development Program for Remote Teaching, Pilot for Replication

2020 ◽  
Author(s):  
Nagwa Nashaat Hegazy ◽  
Saeed S.A Soliman ◽  
Samar A Ahmed ◽  
Marwa M Ahmed
Keyword(s):  
Faculty Development ◽  
Generation X ◽  
Online Teaching ◽  
Development Program ◽  
Medical Faculty ◽  
Faculty Members ◽  
P Value ◽  
Faculty Development Program ◽  
Significant Difference ◽  
Teaching Learning

Abstract Background: Due to COVID 19 pandemic, several universities have experienced a paradigm shift from classroom to online teaching/ learning. The digital transformation of learning management systems has become a necessity rather than a luxury. Especially baby boomers and generation x may struggle to cope with the challenging transformation; hence there is a dire need for a faculty development program to achieve the goal of that transformation and bridge the gaps in faculty’s technology skills and competencies. Objectives: The primary purpose of the virtual medical faculty development program (VFDP) is to equip educators with technology competencies shown to be conducive to remote online learning. Methodology: An interventional prospective study was held in a university setting. A need analysis was conducted to prioritize the critical technological skills of for faculty members. Based on this analysis, only the indispensable skills that participating faculty members were expected to acquire were included in the program. From each department, 3- 4 Faculty participants were recruited to join in the program with an overall 93 enrolled participants from 26 departments in the Medical School . The intervention comprised five sessions, a session every other day, and lasted for ten days. The Kirkpatrick model was utilized to evaluate the program. Results: Almost 81% of faculty members completed the program and 80 % of participants were satisfied with the content of the program. There was a statistically significant difference between the perceived ability of the participants to share and record video lectures before and after the VFDP (p value <0.001). Conclusion: The virtual medical faculty development program (VFDP) has supported the participating faculty in developing their needed technological competencies required to bridge the gap of remote teaching/learning.

scholarly journals e-Tutor: A Multilingual Open Educational Resource for Faculty Development to Teach Online

2016 ◽  
Vol 17 (5) ◽  
Author(s):  
Christian Rapp ◽  
Yasemin Gülbahar ◽  
Müge Adnan
Keyword(s):  
Faculty Development ◽  
Online Teaching ◽  
Large Scale ◽  
Development Program ◽  
Open Educational Resource ◽  
Educational Resource ◽  
Faculty Development Program ◽  
Technological Infrastructure ◽  
Higher Education System ◽  
Face To Face

<p class="2">The situation in Ukraine poses severe problems to the higher education system and to students in Eastern Ukraine. Many students and academicians had been compelled to leave their university buildings and move westwards. Hence, they are forced to substitute face-to-face teaching with distance learning, often on a large scale, but within a short span of time and with limited resources. While technical/technological infrastructure often exists, know-how about conducting online teaching and respective faculty development is often found to be lacking. Within the framework of a project funded by the Swiss National Science Foundation (SNSF), a faculty development program developed in Turkey as an Open Educational Resource (e-Tutor) was adopted in three languages (English, Ukrainian, and Russian) to support qualifying university staff in teaching online. e-Tutor comprises of 14 modules, each with various content, covering different aspects of online teaching. In the following note, we briefly present the program along with the context, target group/aims, concept, genesis, initial experiences, and further development.</p>

scholarly journals Assessing Teachers’ Self-Efficacy Beliefs Using Bandura’s Scale

2021 ◽  
pp. 150-155
Author(s):  
Vilma Muega- Geronimo
Keyword(s):  
Decision Making ◽  
Faculty Development ◽  
Community Involvement ◽  
Self Efficacy ◽  
Development Program ◽  
Faculty Members ◽  
School Resources ◽  
Faculty Development Program ◽  
Efficacy Belief ◽  
The University

The study aimed to assess the level of teacher’s self-efficacy belief as input to faculty development plan based on Bandura’s instrument. Mean and ranking were utilized to determine the Teachers’ Self- efficacy level. The results show that faculty members have higher efficacy in terms of discipline, instruction, create a positive school climate. Meanwhile, low efficacy in terms of influence in school resources, enlist parental and community involvement, and influencing decision making in the University. Generally, it indicates that faculty members need to enhance their self-efficacy belief in some aspects. It is suggested to include a plan as part of the faculty development program to enhance the teachers’ self-efficacy level particularly on decision making, community involvement, getting school resources, and parental involvement.

From Research to Practice: Towards an Integrated and Comprehensive Faculty Development Program

2012 ◽  
Vol 16 (5) ◽  
Author(s):  
Lawrence C. Ragan ◽  
Paula Mae Bigatel ◽  
Shannon S. Kennan ◽  
Janet May Dillon
Keyword(s):  
Professional Development ◽  
Online Teaching ◽  
Development Program ◽  
Direct Application ◽  
State University ◽  
Online Faculty ◽  
Faculty Development Program ◽  
Research To Practice ◽  
Certificate Program ◽  
Penn State

This article describes the design and development of a professional development program based upon research on the competencies necessary for online teaching success [1] conducted at Penn State University in 2009-2010. The article highlights how the results of this research are being aligned with various professional development courses comprising the certificate program for online faculty at Penn State’s World Campus. This article describes the process of research design and implementation to the direct application for professional development.

Orientation, Mentoring and Ongoing Support: A Three-Tiered Approach to Online Faculty Development

2012 ◽  
Vol 16 (2) ◽  
Author(s):  
Amber L. Vaill ◽  
Peter A. Testori
Keyword(s):  
Faculty Development ◽  
Learning Experience ◽  
Development Program ◽  
Online Faculty ◽  
Faculty Development Program ◽  
Online Classroom ◽  
Teaching Online ◽  
Tiered Approach ◽  
Online Faculty Development ◽  
Ongoing Support

In order for faculty to make a successful transition to teaching in the online classroom, they must receive professional development specifically geared toward this challenge. Bay Path College offers a faculty development program that incorporates three distinct components all geared toward aiding faculty in adjusting to teaching online and providing assistance while courses are in progress with the goal of ultimately impacting the overall online learning experience for faculty and students alike. This article describes the College’s three-tiered approach to faculty development and explains the role that initial training, peer mentoring, and ongoing support play in preparing faculty and shaping their confidence in their abilities as an online instructor.

scholarly journals Moving Beyond Smile Sheets: A Case Study on the Evaluation and Iterative Improvement of an Online Faculty Development Program

2017 ◽  
Vol 21 (1) ◽  
Author(s):  
Ken-Zen Chen ◽  
Patrick R. Lowenthal ◽  
Christine Bauer ◽  
Allan Heaps ◽  
Crystal Nielsen
Keyword(s):  
Faculty Development ◽  
Online Courses ◽  
Development Program ◽  
Online Faculty ◽  
Faculty Development Program ◽  
Teaching Online ◽  
Online Faculty Development ◽  
Experience Teaching ◽  
Iterative Improvement

Institutions of higher education are struggling to meet the growing demand for online courses and programs, partly because many faculty lack experience teaching online. The eCampus Quality Instruction Program (eQIP) is an online faculty development program developed to train faculty to design and teach fully online courses. The purpose of this article is to describe the eQIP (one institution’s multipronged approach to online faculty development), with a specific focus on how the overall success of the program is evaluated using surveys, analytics, and social network analysis. Reflections and implications for improving practice are discussed.

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