Best practices in professional development in graduate education

2015 ◽  
pp. 35-46 ◽  
Author(s):  
Clodagh Harris
Keyword(s):  
Professional Development ◽  
Best Practices ◽  
Graduate Education

scholarly journals Facilitating Institutional Oversight and Program Improvement Through Educational Competency Committees

2016 ◽  
Vol 8 (3) ◽  
pp. 384-389 ◽  
Author(s):  
Kathryn M. Andolsek ◽  
Rhea F. Fortune ◽  
Alisa Nagler ◽  
Chrystal Stancil ◽  
Catherine Kuhn ◽  
...  
Keyword(s):  
Professional Development ◽  
Best Practices ◽  
Predictive Value ◽  
Program Improvement ◽  
Total Cost ◽  
Program Evaluations ◽  
Special Review ◽  
Sensitivity Specificity ◽  
The Cost ◽  
Institutional Oversight

ABSTRACT  The Accreditation Council for Graduate Medical Education (ACGME) requires programs to engage annually in program evaluation and improvement.Background  We assessed the value of creating educational competency committees (ECCs) that use successful elements of 2 established processes—institutional special reviews and institutional oversight of annual program evaluations.Objective  The ECCs used a template to review programs' annual program evaluations. Results were aggregated into an institutional dashboard. We calculated the costs, sensitivity, specificity, and predictive value by comparing programs required to have a special review with those that had ACGME citations, requests for a progress report, or a data-prompted site visit. We assessed the value for professional development through a participant survey.Methods  Thirty-two ECCs involving more than 100 individuals reviewed 237 annual program evaluations over a 3-year period. The ECCs required less time than internal reviews. The ECCs rated 2 to 8 programs (2.4%–9.8%) as “noncompliant.” One to 13 programs (1.2%–14.6%) had opportunities for improvement identified. Institutional improvements were recognized using the dashboard. Zero to 13 programs (0%–16%) were required to have special reviews. The sensitivity of the decision to have a special review was 83% to 100%; specificity was 89% to 93%; and negative predictive value was 99% to 100%. The total cost was $280 per program. Of the ECC members, 86% to 95% reported their participation enhanced their professional development, and 60% to 95% believed the ECC benefited their program.Results  Educational competency committees facilitated the identification of institution-wide needs, highlighted innovation and best practices, and enhanced professional development. The cost, sensitivity, specificity, and predictive value indicated good value.Conclusions

Enhancing vital non-technical workplace competencies for early career seed scientists

2018 ◽  
Vol 28 (3) ◽  
pp. 182-185
Author(s):  
Héctor E. Pérez
Keyword(s):  
Professional Development ◽  
Graduate Education ◽  
Training Programs ◽  
Graduate Training ◽  
Technical Skill ◽  
Early Career ◽  
Skill Sets ◽  
Technical Competency ◽  
Workplace Success ◽  
Graduate Training Programs

AbstractGraduate training programs often produce technically ‘savvy’ scientists with inadequate non-technical skill sets essential for workplace success. The challenges associated with lack of non-technical competency may be exacerbated in highly specialized fields such as seed science. This brief communication describes recent efforts conducted at the 12th Triennial Conference of the International Society for Seed Science to address non-technical skill development for pre-career professionals. Furthermore, I propose a few adaptable ideas to begin confronting the divide between graduate education and professional development.

Preparing Educators for Development of Innovative Teaching Using Mobile Technology

2016 ◽  
pp. 643-665
Author(s):  
Deborah Watlington ◽  
Renee Murley ◽  
Annette Cornelius ◽  
Torre Kelley
Keyword(s):  
Professional Development ◽  
Best Practices ◽  
Mobile Technology ◽  
Technology Implementation ◽  
Smart Phones ◽  
Mobile Technologies ◽  
Innovative Teaching ◽  
Development Models ◽  
The Core ◽  
Core Content

Mobile technology, in the form of smart phones and tablets, is an integral part of how we connect with information. Educators recognize that these mobile technologies shift the manner in which information is accessed, communicated, and transferred, and that they are infiltrating educational settings. A critical need is rising to prepare educators to effectively embed mobile technology in the learner's educational world (O'Hara, Pritchard, Huang, & Pella, 2013). This chapter outlines a progressive model of professional development designed to prepare educators for innovative educational uses of mobile technology. Traditional, individualized, and innovative professional development models are discussed as well as the core content that should be incorporated in this professional development. Best practices in mobile technology implementation are addressed as well as suggested strategies to transition educators from novice to experienced users of mobile technology.

Interactivity and Immediacy in Online Academic Programs

2016 ◽  
pp. 76-90
Author(s):  
Neal Shambaugh
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Teacher Education ◽  
Distance Education ◽  
Instructional Design ◽  
Best Practices ◽  
Academic Programs ◽  
Faculty Members ◽  
Pedagogical Issues ◽  
Online Programs

Attention to the quality issues of distance education in higher education has focused primarily on courses. Entire academic programs are now delivered online, and faculty members must spend a significant amount of resources in addressing curricular-issues of online programs, as opposed to pedagogical issues for the courses they teach. Priorities for instructor interactivity and immediacy can become explicit goals for all learning experiences in academic programs. This chapter is organized in three parts: (1) the value of using interactivity/immediacy in the design of extended learning academic programs, (2) instructional design best practices for developing interactivity and immediacy in online academic programs, and (3) recommendations for different level of academic programs, including undergraduate, master's, doctoral, and specialized programs, including teacher education, certificates, and professional development.

Congratulations, You Got a Revise and Resubmit! Now What? The Impetus Behind and Lessons Learned from a Successful Years-long PDW Focused on the Peer Review Revision Process

2019 ◽  
Vol 29 (4) ◽  
pp. 367-373 ◽  
Author(s):  
Gretchen Vogelgesang Lester
Keyword(s):  
Professional Development ◽  
Content Analysis ◽  
Best Practices ◽  
Peer Review ◽  
Lessons Learned ◽  
Revision Process ◽  
Publication Process ◽  
Qualitative Exploration

For all the experiences researchers have with the publication process, questions continue to arise about how to best navigate the revise and resubmit gauntlet. This dialog captures insight from six years of Academy of Management professional development workshops, an action editor’s perspective on the process, and a qualitative exploration of revision derailers—topics focused on understanding and improving the predictability of the revise and resubmit process. In doing so, this dialog serves as a resource for new and accomplished scholars, reviewers, and editors to refocus the revision process on creating and disseminating knowledge throughout business-related fields. The three articles in this dialog first summarize the planning and execution of six professional development workshops (PDWs), the process from the perspective of an action editor, and a content analysis of rejections after an R&R, in order to highlight best practices authors can take to increase success throughout this process

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