Faculty Development Centers and the Role of SoTL

2013 ◽  
Vol 2013 (136) ◽  
pp. 101-111 ◽  
Author(s):  
Beth M. Schwartz ◽  
Aeron Haynie
Keyword(s):  
Faculty Development ◽  
Faculty Development Centers

Faculty Development Centers for Digital Teaching and Learning

2019 ◽  
pp. 417-437
Author(s):  
Alev Elçi
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Faculty Development ◽  
Teaching And Learning ◽  
Faculty Professional Development ◽  
Skill Sets ◽  
Digital Knowledge ◽  
Implementing Strategies ◽  
Faculty Development Centers

This chapter identifies and assesses the role of faculty professional development centers in the future higher education institutions. Faculty professional development centers facilitate transition to digital teaching and learning; this can be affected only through implementing strategies and commensurate infrastructure. They thus provide desired digital knowledge, skill sets, and related competencies for the “next generation of learners.” Implementations in Turkey are surveyed and compared to the international scene. Conclusions are drawn on essential features that may be further enhanced for bettering faculty development facilities primarily in the context of universities in Turkey, and extensions to the international scene.

Measuring digital professional development: analytics for the use of web and social media

2015 ◽  
Vol 7 (1) ◽  
pp. 19-31 ◽  
Author(s):  
Jason Rhode ◽  
Stephanie Richter ◽  
Peter Gowen ◽  
Murali Krishnamurthi
Keyword(s):  
Professional Development ◽  
Social Media ◽  
Faculty Development ◽  
Online Resources ◽  
Faculty Professional Development ◽  
Content Type ◽  
Online Resource ◽  
The University ◽  
Development Center ◽  
Faculty Development Centers

Purpose – As faculty professional development increasingly occurs online and through social media, it becomes challenging to assess the quality of learning and effectiveness of programs and resources, yet it is important to evaluate such initiatives. The purpose of this paper is to explore how one faculty development center experimented with using analytics to answer questions about the use and effectiveness of its web and social media resources. Design/methodology/approach – The case study was based on direct observation of the center’s practice and review of selected data generated by the analytic tools. Findings – Unfortunately, while some analytics are available from a variety of sources, they are often distributed across tools and services. The center developed an analytics strategy to use data from Google Analytics and social media reporting tools to assess the use of online and social professional development resources. Initial results show that the center’s online and social professional development resources are widely used, both within and outside the university. However, more work is necessary to improve the strength and scope of the available analytics. Practical implications – As a result of the analysis, the center has streamlined online resources, targeted social media use, and has begun developing methods to allow faculty to report online resource use as professional development for academic personnel purposes. Originality/value – Many faculty development centers have not explored methods of evaluating online and social media resources. This paper outlines a strategic evaluation plan to measure the usage of online resources as well as engagement and interaction through social media.

scholarly journals The Role Of The Academic Portfolio In Documenting Faculty Development

2010 ◽  
Vol 7 (10) ◽  
Author(s):  
Genevieve Pinto Zipp ◽  
Susan Simpkins
Keyword(s):  
Faculty Development ◽  
Personnel Decisions ◽  
Larger Sample

The academic portfolio provides a means for faculty to organize, present and reflect on their accomplishments in the areas of teaching, scholarship and service. Since the portfolio represents faculty accomplishments in these key areas it may be used to support an application for promotion, tenure or merit reviews. Given this, it is important to identify faculty’s knowledge and perspectives on the structure and utility of the academic portfolio. Surveys were sent to faculty at Seton Hall University to gather information on what faculty know about academic portfolios and whether portfolios should be used for promotion/tenure or merit reviews. Results indicate that faculty understand the characteristics and organization of a portfolio, but are not certain about whether portfolios should be used for personnel decisions. The lack of objective criteria for evaluating portfolios may be a factor underlying this perspective. Further research using a larger sample is warranted.

scholarly journals Role of Faculty Development Programs in Medical Education at the University of Zimbabwe College of Health Sciences, Zimbabwe

2018 ◽  
Vol 84 (1) ◽  
pp. 183 ◽  
Author(s):  
Antony Matsika ◽  
Kusum Nathoo ◽  
Margaret Borok ◽  
Thokozile Mashaah ◽  
Felix Madya ◽  
...  
Keyword(s):  
Medical Education ◽  
Faculty Development ◽  
Health Sciences ◽  
Development Programs ◽  
The University ◽  
University Of Zimbabwe

The MORE Model for Faculty Development

2010 ◽  
pp. 505-516
Author(s):  
Walter Wager
Keyword(s):  
Best Practices ◽  
Faculty Development ◽  
Change Agents ◽  
Learner Centered ◽  
Integration Of Technology ◽  
Improving Instruction ◽  
Faculty Success ◽  
Instructional Best Practices ◽  
Faculty Development Centers ◽  
Innovation And Change

For many faculty the integration of technology and learner-centered teaching strategies or the adoption of instructional “best practices” represents innovation and change. The author visited fifteen research intensive university faculty development centers, looking at what they considered best practices with regard to improving instruction. The practices and programs described had one or more of the following components: Motivation, Opportunity, Resources and Evaluation, what I am calling here the MORE model. This paper discusses these four factors important to instructional change agents. The paper ends with a list of implications, based on the model, for that would enable faculty development centers to have more control over the factors that are important to faculty success and systemic change.

Using SoTL to Foster a Research Approach to Teaching and Learning in Higher Education

2020 ◽  
pp. 143-160
Author(s):  
Erik Brogt ◽  
Kerry Shephard ◽  
Bernadette Knewstubb ◽  
Tracy Leigh Rogers
Keyword(s):  
Higher Education ◽  
Faculty Development ◽  
Pedagogical Content Knowledge ◽  
Teaching And Learning ◽  
Research Approach ◽  
Pedagogical Content ◽  
Approach To Teaching ◽  
Faculty Developer ◽  
Different Levels

This chapter discusses how Scholarship of Teaching and Learning (SoTL) can be used to foster a research approach to teaching and learning and how faculty development that supports colleagues to engage in SoTL can support the development of scholarly faculty. Both the process and the product of SoTL are discussed, conceptualised as different levels of SoTL engagement. The role of the faculty developer in such scholarship is discussed, drawing on Pedagogical Content Knowledge as a framework for engagement in SoTL projects. Last, implications for the work of a faculty developer are drawn and future avenues of research in faculty development proposed.

scholarly journals The Role of Faculty Development in Physiotherapy Education

1988 ◽  
Vol 34 (4) ◽  
pp. 199-202 ◽  
Author(s):  
LANCE TWOMEY ◽  
COLLEEN B. LISTON ◽  
ROSEMARY COATES
Keyword(s):  
Faculty Development ◽  
Physiotherapy Education
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