The evaluation of faculty development programs

1978 ◽  
Vol 8 (1) ◽  
pp. 25-38 ◽  
Author(s):  
Donald P. Hoyt ◽  
George S. Howard
Keyword(s):  
Faculty Development ◽  
Development Programs

A survey of dental faculty development programs

1986 ◽  
Vol 50 (12) ◽  
pp. 728-730 ◽  
Author(s):  
WH Garbee ◽  
EA Strother ◽  
E Ferraro
Keyword(s):  
Faculty Development ◽  
Development Programs

FACULTY DEVELOPMENT PROGRAMS: THE FREQUENCY AND VARIETY OF PROFESSIONAL DEVELOPMENT PROGRAMS AVAILABLE TO ONLINE INSTRUCTORS

2012 ◽  
Vol 16 (5) ◽  
Author(s):  
Jennifer Heather Herman
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Faculty Development ◽  
Online Instruction ◽  
Teaching And Learning ◽  
Online Survey ◽  
Development Programs ◽  
Online Instructors ◽  
Learning Development ◽  
Printed Materials

Online education is no longer a peripheral phenomenon in higher education: over one-third of faculty have taught or developed an online course. As institutions of higher education expand their online education offerings, administrators need to recognize that supporting faculty through the use of incentives and through effective faculty development programs for online instruction is important to the improvement of the quality of educational programs. This quantitative study used an online survey to investigate the types and frequency of faculty development programs for online instruction at institutions with an established teaching and learning development unit (TLDU). The average TLDU offered about fifteen different types of faculty development programs, the most common being websites, technical services, printed materials, and consultation with instructional design experts.

Faculty Development: A Stage Model Matched to Blended Learning Maturation

2011 ◽  
Vol 15 (1) ◽  
Author(s):  
Michael L. Fetters ◽  
Tova Garcia Duby
Keyword(s):  
Faculty Development ◽  
Blended Learning ◽  
Lessons Learned ◽  
Technology Enhanced Learning ◽  
Stage Model ◽  
Years Of Experience ◽  
Development Programs ◽  
Curriculum Innovation ◽  
Enhanced Learning

Faculty development programs are critical to the implementation and support of curriculum innovation. In this case study, the authors present lessons learned from ten years of experience in faculty development programs created to support innovation in technology enhanced learning. Stages of curriculum innovation are matched to stages of faculty development, and important lessons for success as well as current challenges are delineated and discussed.

scholarly journals Novel coronavirus, novel faculty development programs: rapid transition to eLearning during the pandemic

2020 ◽  
Vol 48 (5) ◽  
pp. 446-449 ◽  
Author(s):  
Zuber D. Mulla ◽  
Valerie Osland-Paton ◽  
Marco A. Rodriguez ◽  
Eduardo Vazquez ◽  
Sanja Kupesic Plavsic
Keyword(s):  
Online Education ◽  
Faculty Development ◽  
El Paso ◽  
Health Centers ◽  
Academic Health Centers ◽  
The Novel ◽  
Development Programs ◽  
Rapid Transition ◽  
Texas Tech University ◽  
Novel Coronavirus

AbstractThe novel coronavirus disease 2019 (COVID-19) has caused a rapid and massive transition to online education. We describe the response of our Office of Faculty Development at Texas Tech University Health Sciences Center El Paso (TTUHSC EP) to this unprecedented challenge during and after this post-pandemic crisis. The initiatives for emergency transition to eLearning and faculty development described in this paper may serve as a model for other academic health centers, schools, colleges and universities.

scholarly journals Implementation and lessons learned from 2 online interprofessional faculty development programs for improving educational practice in the health professions in Chile and the United Kingdom from 2018 to 2021

2021 ◽  
Vol 18 ◽  
pp. 21
Author(s):  
Cesar Orsini ◽  
Veena Rodrigues ◽  
Jorge Tricio
Keyword(s):  
United Kingdom ◽  
Faculty Development ◽  
Learning Strategies ◽  
Interprofessional Education ◽  
Teaching Style ◽  
Educational Practice ◽  
Health Professions ◽  
Lessons Learned ◽  
Development Programs ◽  
The United Kingdom

This study presents the design, implementation, and lessons learned from 2 fit-for-purpose online interprofessional faculty development programs for educational practice improvement in the health professions in Chile and the United Kingdom from 2018 to 2021. Both programs were designed to enhance teaching and learning practices in an interprofessional environment based on 4 pillars: professional diversity, egalitarianism, blended/online learning, and active learning strategies. A multidisciplinary mix of educators participated, showing similar results. The 3 main lessons learned were that the following factors facilitated an interprofessional environment: a professions-inclusive teaching style, a flexible learning climate, and interprofessional peer work. These lessons may be transferable to other programs seeking to enhance and support interprofessionality. Faculty development initiatives preparing educators for interprofessional practice should be an integral component of health professions education, as delivering these courses within professional silos is no longer justifiable. As the relevance of interprofessional education grows, an effective way of promoting interprofessonal education is to train the trainers in formal interprofessional settings.

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

E-Transformation in Higher Education and What It Coerces for the Faculty

2019 ◽  
pp. 355-378
Author(s):  
Ela Akgün-Özbek ◽  
Ali Ekrem Özkul
Keyword(s):  
Higher Education ◽  
Faculty Development ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Digital Age ◽  
Development Programs ◽  
Global Trends ◽  
Information And Communication ◽  
The Impact

With the phenomenal developments in information and communication technologies, higher education has been facing an unprecedented challenge that affects all the stakeholders. Faculty is no exception. The authors synthesize the demographic, economic, and pedagogical factors that lead to a paradigm shift in higher education and the global trends in digital technologies that impel digital transformation in higher education. They then provide a snapshot of how higher education institutions respond to this challenge and change, and the impact of these factors on the roles and competencies of faculty that need to be covered in faculty development initiatives in the digital age. Finally, examples of faculty development programs and initiatives that address the digital competencies of faculty are provided along with a summary of faculty development models for teaching and learning in the digital age.

Faculty Development in Digital Spaces

2019 ◽  
pp. 36-55
Author(s):  
Russell G. Carpenter
Keyword(s):  
Higher Education ◽  
Faculty Development ◽  
Teaching And Learning ◽  
Concept Design ◽  
Development Programs ◽  
Academic Institutions ◽  
Challenging Tasks ◽  
Digital Methods ◽  
Quality Faculty ◽  
Education Academic

The 21st-century faculty member is faced with numerous challenging tasks. Teaching must be current and highly engaging. To ensure the highest quality faculty development focused on digital teaching and learning, higher education academic institutions need to identify innovative new ways to address these challenges, often through digital methods and deliveries. Too often, however, faculty are pressured with diminished time and resources. That is, teaching, scholarship, and service dominate faculty members' schedules and time for faculty development is limited. To confront this serious issue, higher education academic institutions should develop applicable and digitally enabled faculty development programs designed in online, modular environments. This chapter provides an overview and analysis of the concept, design, and implementation of the DEEP (Developing Excellence in Eastern's Professors) online, modular faculty development system as a model for digital teaching and learning.

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