scholarly journals Academic Change from Theory to Practice: Examples from an Engineering Faculty Development Institution

2020 ◽  
Author(s):  
John Morelock ◽  
Joachim Walther ◽  
Nicola Sochacka
Keyword(s):  
Faculty Development ◽  
Engineering Faculty ◽  
Theory To Practice ◽  
Academic Change ◽  
Development Institution

scholarly journals Interprofessional faculty development: integration of oral health into the geriatric diabetes curriculum, from theory to practice

2013 ◽  
pp. 1 ◽  
Author(s):  
Georgia Dounis ◽  
Marcia Ditmyer ◽  
Susan VanBeuge ◽  
Sue Schuerman ◽  
Millie McClain ◽  
...  
Keyword(s):  
Oral Health ◽  
Faculty Development ◽  
Theory To Practice

scholarly journals Engineering Faculty Development: A Multicoalition Perspective

2020 ◽  
Author(s):  
Thomas Regan ◽  
Katherine Sanders ◽  
Donald Evans ◽  
Chris Carlson-Dakes ◽  
Cesar Malave ◽  
...  
Keyword(s):  
Faculty Development ◽  
Engineering Faculty

Work in progress - developing a certificate program for engineering faculty as leaders of academic change

2009 ◽  
Author(s):  
Elizabeth T. Cady ◽  
Norman L. Fortenberry ◽  
Beverly Davenport Sypher ◽  
Kamyar Haghighi ◽  
Steven R. Abel ◽  
...  
Keyword(s):  
Certificate Program ◽  
Engineering Faculty ◽  
Work In Progress ◽  
Academic Change

Re Engineering Faculty Development: Lessons Lea/R Ned

2020 ◽  
Author(s):  
Carol Fulton ◽  
Barbara L. Licklider
Keyword(s):  
Faculty Development ◽  
Engineering Faculty

scholarly journals Making Value for Faculty: Learning Communities in Engineering Faculty Development

2015 ◽  
Author(s):  
Stephanie Pulford ◽  
Nancy Ruzycki ◽  
Cynthia Finelli ◽  
Laura Hahn ◽  
Denise Thorsen
Keyword(s):  
Faculty Development ◽  
Learning Communities ◽  
Engineering Faculty ◽  
Faculty Learning Communities ◽  
Faculty Learning

Opening up collaboration and partnership possibilities

2016 ◽  
Vol 32 (2) ◽  
pp. 103-116 ◽  
Author(s):  
Donna Harp Ziegenfuss ◽  
Cynthia Furse
Keyword(s):  
Faculty Development ◽  
Course Design ◽  
Lessons Learned ◽  
Unique Type ◽  
Engineering Faculty ◽  
Content Type ◽  
Massive Open Online Course ◽  
Challenges And Opportunities ◽  
Teaching Faculty

Purpose The purpose of this paper is to describe a unique case of a librarian–engineering faculty partnership grounded in a faculty development National Science Foundation (NSF) grant. Authors will describe processes, lessons learned, challenges and opportunities resulting from designing, implementing and evaluating a massive open online course (MOOC) focused on teaching faculty how to flip classes. Design/methodology/approach This case study presents a reflective review of the process of two unlikely collaborators who work together, write a grant, design faculty development training and develop and evaluate a MOOC. Decisions made, perspectives and lessons learned will be discussed. Findings The evolution of an NSF grant partnership involving an engineering faculty and librarian is presented. Larger issues, such as proactivity of librarians, non-traditional librarian roles and librarian versus academic identity, are raised and discussed. Originality/value This case study presents a unique type of librarian–faculty partnership, one where a librarian is a Co-PI on an NSF grant. Collaborator reflections on lessons learned, challenges and implications could be applicable to other digital/technology projects, online professional development initiatives and course design projects.

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