scholarly journals Board #68 : Scaling a Faculty Professional Development Program to Multiple Disciplines through Disciplinary Communities of Practice Evolving from Evidence-Based Workshops

2018 ◽  
Author(s):  
Stephen Krause ◽  
James Middleton ◽  
Keith Hjelmstad ◽  
Eugene Judson ◽  
Robert Culbertson ◽  
...  
Keyword(s):  
Professional Development ◽  
Communities Of Practice ◽  
Development Program ◽  
Professional Development Program ◽  
Evidence Based ◽  
Faculty Professional Development

Evaluation of a professional development course on research methods for healthcare professionals

2020 ◽  
pp. 084047042096017
Author(s):  
Olusegun Famure ◽  
Benedict Batoy ◽  
Michelle Minkovich ◽  
Imindu Liyanage ◽  
S. Joseph Kim
Keyword(s):  
Professional Development ◽  
Lifelong Learning ◽  
Research Methods ◽  
Patient Outcomes ◽  
Healthcare Professionals ◽  
Development Program ◽  
Professional Development Program ◽  
Evidence Based ◽  
Development Course

Healthcare is constantly evolving and thus requires lifelong learning. Evidence-based learning has been shown to lead to better patient outcomes, yet many healthcare professionals report gaps in their research abilities. We sought to evaluate the efficacy of a professional development program in addressing identified gaps.

Application of an Evidence-Based Early Intervention Model for Children With ASD in Mainstream Early Childhood Education and Care Settings via a Targeted Professional Development Program

2021 ◽  
pp. 1-15
Author(s):  
Elizabeth Aylward ◽  
Cathrine Neilsen-Hewett
Keyword(s):  
Professional Development ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Development Program ◽  
Professional Development Program ◽  
Evidence Based ◽  
Childhood Education ◽  
Children With Asd ◽  
Education And Care ◽  
Targeted Professional Development

Abstract Viewing all children as active participants in their own learning is central to inclusion. That children with atypical development experience a level of belonging that enables this in mainstream early childhood education and care (ECEC) settings remains a topic of hot debate and very much an unmet goal across the sector. Children with autism spectrum disorder (ASD), in particular, face significant challenges in ECEC settings, their educators continually seeking solutions for greater support. Given the escalating demand on mainstream ECEC settings to include these children, it was important to identify the specific supports needed by educators to achieve this with confidence and competence. This study investigated the outcomes of applying an evidence-based model of intervention to mainstream services via a targeted professional development program. Results of the study found that the benefits of engagement with mainstream ECEC settings extended beyond child outcomes to educators who were supported to develop the knowledge, understanding, and strategies to engage and teach children with ASD and manage their behaviours.

scholarly journals Examining Effects of an Evidence-Based Professional Development Program on Student Achievement

2020 ◽  
Author(s):  
Lydia Ross ◽  
Kristi Glassmeyer ◽  
Claire Honeycutt ◽  
Eugene Judson ◽  
Stephen Krause ◽  
...  
Keyword(s):  
Professional Development ◽  
Student Achievement ◽  
Development Program ◽  
Professional Development Program ◽  
Evidence Based

Multi-Modal Professional Development for Faculty

2012 ◽  
pp. 43-65
Author(s):  
Sheri Anderson ◽  
Beth Oyarzun
Keyword(s):  
Professional Development ◽  
Development Program ◽  
Evaluation Process ◽  
Professional Development Program ◽  
Community Of Learners ◽  
Design Development ◽  
Faculty Professional Development ◽  
Face To Face ◽  
Social Events ◽  
General Training

This chapter describes a multi-modal faculty professional development program designed using the Analyze, Design, Development, Implement, and Evaluation process (ADDIE) and the Community of Learners model. The program includes a general training series, one-on-one trainings, on-demand training, as well as social events. The general training series is offered synchronously via face-to-face and webinar formats simultaneously. This training series is also offered asynchronously via training videos and slides that are published to a website. Additionally, the professional development program encourages faculty to support one another and share their experiences through social events and colloquiums. This multi-modal approach creates an adaptable and flexible environment that allows the professional development program to meet the needs of a diverse group of faculty.

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