scholarly journals Departmental Engagement in Doctoral Professional Development: Lessons from Political Science

2019 ◽  
Vol 49 (2) ◽  
pp. 37-53 ◽  
Author(s):  
Loleen Berdahl ◽  
Jonathan Malloy
Keyword(s):  
Professional Development ◽  
Political Science ◽  
Doctoral Students ◽  
Department Chairs ◽  
Development Program ◽  
Career Preparation ◽  
Development Programs ◽  
Canadian Universities ◽  
Communication And Coordination ◽  
Science Departments

There is widespread discussion about the need to develop and enhance the career prospects of PhD graduates, and many Canadian universities are seeking to provide professional development programs and mentorship specifically for doctoral students. This paper considers doctoral career preparation from the department level through an in-depth examination of how Canadian political science departments approach the issue, drawing on a survey of department chairs. We find that departments are supportive of professional development; while departments are not in the position to provide extensive programs and struggle to integrate efforts systematically, they are well-positioned to participate in collaborative approaches and welcome improved communication and coordination. We argue that graduate faculties should consult with departments and engage them in professional development program design, perhaps tailoring to specific disciplines as needed, and that departments should look for opportunities to work with graduate faculties before initiating their own programs.

scholarly journals Departmental Engagement in Doctoral Professional Development: Lessons from Political Science

2019 ◽  
Vol 49 (2) ◽  
pp. 37-53
Author(s):  
Loleen Berdahl ◽  
Jonathan Malloy
Keyword(s):  
Professional Development ◽  
Political Science ◽  
Doctoral Students ◽  
Department Chairs ◽  
Development Program ◽  
Career Preparation ◽  
Development Programs ◽  
Canadian Universities ◽  
Communication And Coordination ◽  
Science Departments

There is widespread discussion about the need to develop and enhance the career prospects of PhD graduates, and many Canadian universities are seeking to provide professional development programs and mentorship specifically for doctoral students. This paper considers doctoral career preparation from thedepartment level through an in-depth examination of how Canadian political science departments approach the issue, drawing on a survey of department chairs. We find that departments are supportive of professional development; while departments are not in the position to provide extensive programs andstruggle to integrate efforts systematically, they are well-positioned to participate in collaborative approaches and welcome improved communication and coordination. We argue that graduate faculties should consult with departments and engage them in professional development program design, perhapstailoring to specific disciplines as needed, and that departments should look for opportunities to work with graduate faculties before initiating their own programs.

scholarly journals Career Preparation and the Political Science Major: Evidence from Departments

2012 ◽  
Vol 45 (01) ◽  
pp. 87-92 ◽  
Author(s):  
Todd A. Collins ◽  
H. Gibbs Knotts ◽  
Jen Schiff
Keyword(s):  
Political Science ◽  
Department Chairs ◽  
Career Preparation ◽  
Sat Scores ◽  
Public And Private ◽  
University Campuses ◽  
Lack Of Information ◽  
Faculty And Administrators ◽  
Science Major ◽  
Science Departments

AbstractWe know little about the amount of career preparation offered to students in political science departments. This lack of information is particularly troubling given the state of the current job market and the growth of applied degree programs on university campuses. To address this issue, this article presents the results of a December 2010 survey of 279 political science department chairs that asked questions about the level of career preparation in their respective departments. Based on our empirical findings, we believe that political science departments are not doing enough to address their students' career preparation. Our results demonstrate that most departments rely on voluntary internships and faculty advisers to address career-related issues for political science majors. Only a few departments use required internships, required resumes, specific classes related to career preparation, and social media sites such as Facebook and LinkedIn to support career preparation. We also found substantial differences in career preparation across department type (BA, MA, and PhD) and between public and private universities, urban and rural universities, and universities with different average SAT scores. Our findings should interest faculty and administrators who are concerned with different approaches to career preparation on college campuses.

Evaluating and Funding the Professional Development Program

2012 ◽  
pp. 206-226 ◽  
Author(s):  
Christine L. Mark
Keyword(s):  
Professional Development ◽  
Learning Environment ◽  
Economic Crisis ◽  
Development Program ◽  
Student Learning Outcomes ◽  
Professional Development Program ◽  
Development Programs ◽  
Budget Cuts ◽  
Effective Professional Development ◽  
Professional Development Programs

Professional development programs must have an organized process of evaluation, either formally or informally. The evaluation needs to be delivered in both micro and macro settings. In the micro setting, the evaluator monitors the overall atmosphere of the learning environment and the performance of the participants while training is taking place. In the macro setting, which consists of the teacher’s classroom, the evaluation needs to determine whether the teacher is actually using the knowledge gained during professional development to improve /impact student learning outcomes. In order for professional development to be effective, professional development programs should never be delivered and then forgotten. Further, locating funding and support are important due to the state of economic crisis and budget cuts. School districts have to look for creative ways to fund and support successful professional development programs. Some of these include developing technology resource centers, looking for federal and state funds, and looking toward individuals and corporations to help support and fund programs.

Designing a Professional Development Program

2012 ◽  
pp. 171-189
Author(s):  
Amy Payne
Keyword(s):  
Professional Development ◽  
Technology Use ◽  
Development Program ◽  
The United States ◽  
Professional Development Program ◽  
Development Programs ◽  
Effective Professional Development ◽  
The World ◽  
Professional Development Training ◽  
Professional Development Programs

Professional development is an essential aspect of any career. Many professions have minimum standards or requirements of training each year to maintain a license and/or job. This chapter outlines the necessary components for effective professional development training in terms of technology use, and examines some reasons why certain professional development programs may be ineffective. The chapter also discusses ways to assess the overall efficiency of a professional development program and highlight some outstanding professional development programs/practices in existence. A comparison between professional development practices performed in the United States with other countries around the world is provided to offer an understanding how professional development can vary depending upon culture.

Evaluating and Funding the Professional Development Program

2014 ◽  
pp. 1685-1705
Author(s):  
Christine L. Mark
Keyword(s):  
Professional Development ◽  
Learning Environment ◽  
Economic Crisis ◽  
Development Program ◽  
Student Learning Outcomes ◽  
Professional Development Program ◽  
Development Programs ◽  
Budget Cuts ◽  
Effective Professional Development ◽  
Professional Development Programs

Professional development programs must have an organized process of evaluation, either formally or informally. The evaluation needs to be delivered in both micro and macro settings. In the micro setting, the evaluator monitors the overall atmosphere of the learning environment and the performance of the participants while training is taking place. In the macro setting, which consists of the teacher's classroom, the evaluation needs to determine whether the teacher is actually using the knowledge gained during professional development to improve /impact student learning outcomes. In order for professional development to be effective, professional development programs should never be delivered and then forgotten. Further, locating funding and support are important due to the state of economic crisis and budget cuts. School districts have to look for creative ways to fund and support successful professional development programs. Some of these include developing technology resource centers, looking for federal and state funds, and looking toward individuals and corporations to help support and fund programs.

Benefits of Internal Professional Development for Academic Librarians

2014 ◽  
pp. 1537-1550 ◽  
Author(s):  
Carissa Tomlinson
Keyword(s):  
Professional Development ◽  
Development Program ◽  
Peer Learning ◽  
Professional Development Program ◽  
Academic Librarians ◽  
Employee Morale ◽  
Development Programs ◽  
Local Institution ◽  
Academic Librarian ◽  
Individual Knowledge

While often overlooked, there are many benefits of in-house professional development programs for academic librarians. This is especially true as the roles of academic librarians continue to evolve and change. This chapter argues that internal professional development not only helps academic librarians share their varied skills, tools, and practices with institutional colleagues, but also improves employee morale, collegiality, and organizational culture. Additionally, by structuring an internal professional development program using a peer-learning model, librarians gain a sense of community while seeing value in each librarian's individual knowledge. Also, peer learning can be a mechanism for institutional knowledge management and the transfer of institutional memory through intergenerational and cross job function learning. In addition to exploring the evolving nature of the academic librarian and the importance of professional development as peer learning in the context of the local institution, this chapter will describe in detail one university library's internal professional development program for librarians.

TIPs to Maximize Meaningful Professional Development Programs and Initiatives

2017 ◽  
pp. 593-615
Author(s):  
Stephanie L. Sanders ◽  
Mark P. Orbe
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Development Program ◽  
Value Added ◽  
Diversity Education ◽  
Development Programs ◽  
Relational Dialectics Theory ◽  
Study Approach ◽  
Professional Development Programs

At no other time in higher education have scholar researchers been called to demonstrate the value added of theoretically grounded diversity education. This signals the need for higher education to make deeper linkages between diversity education, learning outcomes and academic mission statements. By highlighting a few “TIPs” - attempts to move “theory into practice,” - the authors seek to answer the call to action. Through a case study approach the authors highlight a professional development program that fosters interactional diversity and serves as a catalyst for increasing awareness, mindfulness and positive organizational change. First, a diversity education initiative at a large mid-western university referred to as “The Institute” is described. Second, the theoretically grounded frameworks of anxiety/uncertainty management and relational dialectics theory is presented. Finally, the case study concludes by advocating for more robust professional development programs and initiatives that positively impact organizations. Implications for organizational leaders are discussed.

An Investigation of a Computer Training Company's Migration to a New Distance Learning Platform and the Implementation of an Online Professional Development Program

2016 ◽  
pp. 589-605
Author(s):  
Denis Rudd ◽  
Carianne Bernadowski
Keyword(s):  
Professional Development ◽  
Distance Learning ◽  
Development Program ◽  
Computer Training ◽  
Valuable Insight ◽  
Development Programs ◽  
Business Training ◽  
Learning Platform ◽  
Learning Software ◽  
Education Business

The purpose of the study was to determine if the Training Partner Program was successful in preparing trainers to use a new distance learning platform. Results indicate the program was a success in improving self-efficacy, engagement, and collaboration among trainers. Additionally, characteristics of online trainers are identified. Online learning in higher education, business training, and elementary/secondary schools is increasing exponentially and developing effective professional development programs to prepare instructors is of paramount importance. The current study provides valuable insight for any training managers or educators developing activities and exercises to train their faculty on distance learning software and systems.

scholarly journals Designing teacher professional development programs to support a rapid shift to digital

2020 ◽  
Author(s):  
Tania Heap ◽  
Ruthanne Thompson ◽  
Adam Fein
Keyword(s):  
Professional Development ◽  
Blended Learning ◽  
Teacher Professional Development ◽  
Development Program ◽  
Future Research ◽  
Effective Teacher ◽  
Development Programs ◽  
Global Pandemic ◽  
Teacher Professional ◽  
The Impact

AbstractFrom a design perspective, this paper offers a response to the impact, value, and application of a manuscript published by Philipsen et al. (Improving teacher professional development for online and blended learning: A systematic meta-aggregative review. Educational Technology and Research Development, 67, 1145–1174. 10.1007/s11423-019-09645-8, 2019). Philipsen et al. (2019) reviewed what constitutes an effective teacher professional development program (TPD) for online and blended learning (OBL), with our response focusing on its value and application in light of an emergency shift to digital to address a global pandemic. This paper also proceeds to examine limitations in previous research into the subject and future research opportunities to investigate important components that inform the design of a resilient and scalable TPD for OBL.

scholarly journals Major Competition? Exploring Perceptions of International Studies Programs among Political Science Department Chairs

2014 ◽  
Vol 48 (01) ◽  
pp. 142-148
Author(s):  
H. Gibbs Knotts ◽  
Jennifer S. Schiff
Keyword(s):  
Political Science ◽  
Department Chairs ◽  
Reciprocal Relationship ◽  
International Studies ◽  
Science Department ◽  
Political Science Department ◽  
High Level ◽  
Science Departments ◽  
The Relationship ◽  
Job Prospects

ABSTRACTGiven the growth of international studies (IS) programs and the reciprocal relationship between political science and IS, this article explores perceptions of IS among political science department chairs. We found that the relationship between political science departments and IS programs is largely positive—that is, a majority of chairs supports the existence of IS at their institution, believes the job prospects for political science and IS majors are about equal, and perceives a low level of financial competition between programs. However, we discovered two points of contention: (1) the perception of lower academic rigor of IS programs, and (2) a high level of competition for majors and the “best students.” Perceptions of IS programs are related to a host of factors, including whether a program is housed within the political science department. Finally, we provide suggestions for improving the relationship between political science and IS.

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