“King-slaves” in South Africa: Shrines, Ritual, & Resistance I am grateful for the Faculty Development Program (South Africa, Spring 2014) organized by the University of San Diego’s College of Arts and Sciences. It was during the course of this program that I fortuitously encountered the two kramats, shrines, one outside of Cape Town and the other on Robben Island and started research on the subject. An earlier draft of this work was presented at the Exploratory Session: Cross-Cultural and Interreligious Explorations on Hagiography at the AAR 2014 in San Diego, CA.

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.

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

6th International Conference on Higher Education Advances (HEAd'20) ◽

10.4995/head20.2020.11240 ◽

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.

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A faculty development program integrating cross-cultural care into a gastrointestinal pathophysiology tutorial benefits students, tutors, and the course

AJP Advances in Physiology Education ◽

10.1152/advan.00107.2014 ◽

2015 ◽

Vol 39 (2) ◽

pp. 81-90 ◽

Cited By ~ 1

Author(s):

Helen M. Shields ◽

Daniel A. Leffler ◽

Antoinette S. Peters ◽

Roxana Llerena-Quinn ◽

Vinod E. Nambudiri ◽

...

Keyword(s):

Faculty Development ◽

Development Program ◽

Course Evaluation ◽

Cross Cultural ◽

Culturally Competent ◽

Faculty Development Program ◽

Culturally Competent Care ◽

Evaluation Scores ◽

Cultural Care ◽

Students Satisfaction

A specific faculty development program for tutors to teach cross-cultural care in a preclinical gastrointestinal pathophysiology course with weekly longitudinal followup sessions was designed in 2007 and conducted in the same manner over a 6-yr period. Anonymous student evaluations of how “frequently” the course and the tutor were actively teaching cross-cultural care were performed. The statements “This tutor actively teaches culturally competent care” and “Issues of culture and ethnicity were addressed” were significantly improved over baseline 2004 data. These increases were sustained over the 6-yr period. A tutor's overall rating as a teacher was moderately correlated with his/her “frequently” actively teaching cross-cultural care ( r = 0.385, P < 0. 001). Course evaluation scores were excellent and put the course into the group of preclinical courses with the top ratings. Students in the Race in Curriculum Group asked that the program be expanded to other preclinical courses. In conclusion, from 2007 to 2012, a faculty development program for teaching cross-cultural care consistently increased the discussion of cross-cultural care in the tutorial and course over each year beginning with 2007 compared with the baseline year of 2004. Our data suggest that cross-cultural care can be effectively integrated into pathophysiology tutorials and helps improve students' satisfaction and tutors' ratings. Teaching cross-cultural care in a pathophysiology tutorial did not detract from the course's overall evaluations, which remained in the top group over the 6-yr period.

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Comprehensive Faculty Development

Handbook of Research on Creating Meaningful Experiences in Online Courses - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-7998-0115-3.ch003 ◽

2020 ◽

pp. 25-36 ◽

Cited By ~ 1

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.

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

Research Journal of Education ◽

10.32861/rje.73.150.155 ◽

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.

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Applying Addie Model To Evaluate Faculty Development Program

Issues and Ideas in Education ◽

10.15415/iie.2018.61001 ◽

2018 ◽

Vol 6 (1) ◽

pp. 11-28

Author(s):

ATUL BAMRARA ◽

Keyword(s):

Faculty Development ◽

Development Program ◽

Faculty Development Program ◽

Addie Model

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47. Evaluation of new implementation strategies, program effectiveness and dissemination of new pedagogical knowledge: Centre for faculty development's stepping stones teaching certificate program

Clinical & Investigative Medicine ◽

10.25011/cim.v30i4.2807 ◽

2007 ◽

Vol 30 (4) ◽

pp. 53

Author(s):

D. Richardson ◽

I. Silver ◽

A. Dionne

Keyword(s):

Program Evaluation ◽

Faculty Development ◽

Program Effectiveness ◽

Teaching Practice ◽

Journal Club ◽

Development Program ◽

Faculty Development Program ◽

Stepping Stones ◽

Certificate Program ◽

The Impact

This evaluation of the integrated Stepping Stones (SS) Teaching Certificate program, including its instructional development (workshops) and theory review (journal club) components, will inform further program development. Results of this project will also add to the limited amount of scholarly work in the area of faculty development program evaluation. Faculty development literature in the area of organized program assessment reveals use of either quantitative OR qualitative methods. In this project, a novel method combining both techniques was used to explore program impact. Participants completed 2 questionnaires to identify skill-set knowledge gaps in teaching effectiveness. Pre- and post-program quantitative gaps were generated. Focus groups were used for qualitative exploration. Areas explored pre-program included: a) motives for enrollment, b) program expectations and c) prior teaching preparation. Post-program discussion explored: the impact of the program on a) participant’s perceived gaps, b) teaching behaviour change, and c) its influence on their career in education. We believed the program’s interprofessional environment would foster development of a learning community having impact on faculty knowledge, skills and attitudes related to teaching, and potentially elicit behavioural change in teaching practices. Results from a 2004-2005 cohort of participants have identified a variety of benefits for faculty and their teaching practice. Results from a second separate cohort, 2005-2006 participants, validated the initial findings. Remarkable harmonization in the results of the qualitative analysis between the two cohort samples was evident. Statistically significant differences (p < 0.05) were found in each of the domains examined qualitatively. Both qualitative and quantitatively, program effectiveness was demonstrated immediately following completion of the program. Follow up to assess the sustainability of the effects is ongoing. The analysis of the quantitative discrepancy (gaps) data has lead to a possible technique to assist in identifying unperceived educational needs. McLeod PJ, Steinert Y, Nasmith L, Conochie L. Faculty Development in Canadian medical schools: a 10-year update. CMAJ 1997; 156(10):1419-23. Hewson MG, Copeland HL, Fishleder AJ. What’s the use of faculty development? Program evaluation using retrospective self-assessments and independent performance ratings. Teach Learn Med 2001; 13(3):153-60. Moore EM. A Framework for Outcomes Evaluation in the Continuing Development of Physicians, in: The Continuing Professional Development of Physicians. Eds. Davis D, Barnes BE, Fox R. AMA Press, 2003.

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Book review: Jansen, J. 2017. As by Fire: The End of the South African University. Cape Town: Tafelberg.

Scholarship of Teaching and Learning in the South ◽

10.36615/sotls.v1i1.18 ◽

2017 ◽

Vol 1 (1) ◽

pp. 117

Author(s):

Jared McDonald

Keyword(s):

South Africa ◽

South African ◽

Teaching And Learning ◽

Cape Town ◽

The South ◽

Scholarship Of Teaching ◽

Creative Commons ◽

Vice Chancellor ◽

The University

Dr Jared McDonald, of the Department of History at the University of the Free State (UFS) in South Africa, reviews As by fire: the end of the South African university, written by former UFS vice-chancellor Jonathan Jansen. How to cite this book review: MCDONALD, Jared. Book review: Jansen, J. 2017. As by Fire: The End of the South African University. Cape Town: Tafelberg.. Scholarship of Teaching and Learning in the South, [S.l.], v. 1, n. 1, p. 117-119, Sep. 2017. Available at: <http://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=18>. Date accessed: 12 Sep. 2017. This work is licensed under the Creative Commons Attribution 4.0 International License.To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

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