scholarly journals Medical Community of Inquiry: A Diagnostic Tool for Learning, Assessment, and Research

10.28945/3632 ◽  
2017 ◽  
Vol 13 ◽  
pp. 001-017 ◽  
Author(s):  
Rachel Nave ◽  
Rakefet Ackerman ◽  
Yehudit Judy Dori
Keyword(s):  
Diagnostic Tool ◽  
Community Of Inquiry ◽  
Development Program ◽  
Medical Community ◽  
Learning Assessment ◽  
Future Research ◽  
Online Forums ◽  
Faculty Development Program ◽  
Learning And Teaching ◽  
Positive Attitudes

Aim/Purpose: These days educators are expected to integrate technological tools into classes. Although they acquire relevant skills, they are often reluctant to use these tools. Background: We incorporated online forums for generating a Community of Inquiry (CoI) in a faculty development program. Extending the Technology, Pedagogy, and Content Knowledge (TPACK) model with Assessment Knowledge and content analysis of forum discourse and reflection after each CoI, we offer the Diagnostic Tool for Learning, Assessment, and Research (DTLAR). Methodology: This study spanned over two cycles of a development program for medical faculty. Contribution: This study demonstrates how the DTLAR supports in-depth examination of the benefits and challenges of using CoIs for learning and teaching. Findings: Before the program, participants had little experience with, and were reluctant to use, CoIs in classes. At the program completion, many were willing to adopt CoIs and appreciated this method’s contribution. Both CoIs discourse and reflections included positive attitudes regarding cognitive and teacher awareness categories. However, negative attitudes regarding affective aspects and time-consuming aspects of CoIs were exposed. Participants who experienced facilitating a CoI gained additional insights into its usefulness. Recommendations for Practitioners : The DTLAR allows analyzing adaption of online forums for learning and teaching. Recommendation for Researchers: The DTLAR allows analyzing factors that affect the acceptance of online fo-rums for learning and teaching. Impact on Society : While the tool was implemented in the context of medical education, it can be readily applied in other adult learning programs. Future Research: The study includes several design aspects that probably affected the improve-ment and challenges we found. Future research is called for providing guidelines for identifying boundary conditions and potential for further improvement.

scholarly journals Educational Leadership in Teaching Excellence (EnLITE): A Peer-Driven Faculty Development Program

2019 ◽  
Vol 10 (2) ◽  
Author(s):  
Andrea C. Buchholz ◽  
Janet Wolstenholme ◽  
Jeji Varghese ◽  
J. Andrew Robinson ◽  
Jennifer Spencer ◽  
...  
Keyword(s):  
Educational Leadership ◽  
Faculty Development ◽  
Communities Of Practice ◽  
Teaching And Learning ◽  
Development Program ◽  
Future Research ◽  
Faculty Development Program ◽  
Teaching Excellence ◽  
Approach To Teaching ◽  
One Year

Educational Leadership in Teaching Excellence (EnLITE) is an 11-month faculty development program at the University of Guelph, Ontario. Created and led by faculty members and educational developers, EnLITE is designed to engage participants in the principles, practice and theory of teaching and learning in higher education and to promote a learner-centred approach to teaching. Participants critically examine and discuss scholarly topics on teaching and learning and in their own disciplines; collaborate with one or more teaching mentors; engage in peer classroom observation; and participate in other teaching-related activities informed by their individual learning plans. Our objective was to determine the perceived impact of EnLITE on participants’ teaching-related practices and experiences. We collected pre-, post- and one-year post-program quantitative and qualitative survey responses from each of the 2014-2015, 2015-2016 and 2016-2017 EnLITE cohorts (N = 17 participants representing a variety of disciplines; 71% female). There were significant improvements in participants’ perceived teaching practices related to critical self-reflection (13% increase from pre- to one-year post-program), student engagement (+28.2%), collaborative learning (+31%) and learner-centred pedagogy (+22.9%, all p < 0.05). There was little to no change in use of technology, student assessment, leadership, participation in communities of practice, or dissemination of teaching-related scholarship. These results provide empirical evidence of the effectiveness of a peer-driven faculty development program in promoting a learning-centred approach to teaching. Future research should determine whether these changes translate into improved student learning, and whether such programs demonstrate longer term improvements in engagement in teaching-related leadership, communities of practice and dissemination.

Influence of Reduced Seat Time on Satisfaction and Perception of Course Development Goals: A Case Study in Faculty Development

2012 ◽  
Vol 16 (2) ◽  
Author(s):  
Aimee DeNoyelles ◽  
Clara Cobb ◽  
Denise Lowe
Keyword(s):  
Faculty Development ◽  
Online Courses ◽  
Development Program ◽  
Future Research ◽  
Course Development ◽  
Faculty Development Program ◽  
Face To Face ◽  
Development Goals ◽  
Learning Principles ◽  
Seat Time

This paper describes the redesign of a faculty development program at a large public university that transitioned from weekly face-to-face meetings to a version that reduced seat time by half. Focus is on course development activities in which individual faculty began designing and developing their online courses. Survey data was collected and analyzed from two “pre-revision” and two “post-revision” versions of the faculty development program to assess the satisfaction with the course and perceptions about faculty course development progress. Results indicate that faculty expressed a higher overall satisfaction with the “post-revision” program and expressed stronger perceptions about their ability to develop their online courses. This is attributed to three reasons; first, there was a balance of autonomy and support; second, an emphasis on adult learning principles to support content creation; and third, a shift from individual to community. Implications for practice are shared and recommendations for future research are proposed in the conclusion.

scholarly journals Attitudes of Junior Faculty Members Towards The Role of Faculty Development Program on Their Scholar Activities: The Experience in A Developing Country

2020 ◽  
Author(s):  
Ali Dabbagh ◽  
Seyyedeh Narjes Ahmadizadeh ◽  
Faranak Behnaz ◽  
Kamal Fani ◽  
Mahshid Ghasemi ◽  
...  
Keyword(s):  
Faculty Development ◽  
Development Program ◽  
Junior Faculty ◽  
Academic Program ◽  
Faculty Members ◽  
Development Programs ◽  
Faculty Development Program ◽  
Advantages And Disadvantages ◽  
Positive Attitudes ◽  
Definition Of

Abstract Background: the goal of Faculty Development Programs (FDPs) is to continue to provide the necessary resources to build successful, enjoyable and highly productive career. However, the outcome of implantation of new FDP on the faculties' educational improvement has not been adequately assessed. In this study, we assessed the attitudes of junior faculty members regarding the effect of a departmental FDP on their scholar activities in Department of Anesthesia, Critical Care (DACC), School of Medicine, Shahid Beheshti University of Medical Sciences (SBMU), Tehran, Iran.Methods: twelve junior faculty members of DACC, SBMU were selected to fill a secure questioner aiming on the following items: 1- Definition of the PDF in one sentence 2- advantages and disadvantages of PDF 3- If FDP has led to improvements in the faculty’s academic function and if yes 4- explaining how. Key words for this questioner have been analyzed and ranked. Then the same faculty members were asked to rank their attitude from one to ten toward the keywords quantitatively; using a table of 32 items.Results: the results of questioner should that nearly all of the faculties considered FDP as a very advantageous academic program. The results were both qualitative and quantitative.Conclusion: faculty members of DACC, SBMU had positive attitudes towards FDP courses and described the course as "a well-designed multilateral academic teamwork thriving ethical, educational, managerial and research-related capacities".

scholarly journals Measuring institutional transformation: a multifaceted assessment of a new faculty development program

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
David E. Favre ◽  
Dorothe Bach ◽  
Lindsay B. Wheeler
Keyword(s):  
Faculty Development ◽  
Teaching Practices ◽  
Course Design ◽  
Development Program ◽  
Data Sources ◽  
Future Research ◽  
Faculty Development Program ◽  
New Faculty ◽  
Content Type ◽  
Teacher Professional Knowledge

PurposeThis study aims to understand the extent to which a faculty development program that includes a week-long course design experience followed by sustained support changes new faculty's perceptions, beliefs and teaching practices. The authors employed the teacher professional knowledge and skill (TPK&S) framework and characteristics of effective educational development interventions to drive the program development, implementation and assessment.Design/methodology/approachThis study utilized a mixed methods approach. Data sources include pre-/mid-/post-program responses to a validated survey, pre-/post-program course syllabi analyzed using a validated rubric and pre-/post-classroom observations collected using the Classroom Observation Protocol for Undergraduate STEM (COPUS) instrument.FindingsFindings indicate transformative effects for participants' beliefs about their teaching and changes to their instructional practices. Significant and practical effects were observed across different portions of the program for increases in participants' self-efficacy, endorsement of a conceptual change approach toward teaching and perceptions of institutional support. Participants produced more learning-focused syllabi and many moved toward more student-centered instructional approaches in their teaching practices.Research limitations/implicationsDue to the voluntary nature of the new faculty development program, this study may have been limited by participant self-selection bias and differential sample sizes for the study's individual measures. Future research should consider designs which maximize faculty participation in measurement across all data sources.Originality/valueThis study addresses shortcomings in prior studies which utilized limited data sources to measure intervention impact and answers the call for more rigorous research to obtain a more complete picture of instructional development in higher education.

Making the Move to Blended Learning: Reflections on a Faculty Development Program

2011 ◽  
Vol 8 (1) ◽  
Author(s):  
Carole R Myers ◽  
Sandra J Mixer ◽  
Tami H Wyatt ◽  
Trena M. Paulus ◽  
Debra S Lee
Keyword(s):  
Faculty Development ◽  
Blended Learning ◽  
Learning Experience ◽  
Situational Leadership ◽  
Development Program ◽  
Lessons Learned ◽  
Faculty Development Program ◽  
Learning And Teaching ◽  
Common Purpose ◽  
Teaching Thinking

Lessons learned from a faculty development program that preceded the move of a traditional PhD program in nursing to a blended learning model using online and face-to-face strategies are discussed. The majority of lessons and strategies presented are universal to any faculty development program. The lessons are organized into seven topics: Situational Leadership, Adult Learners, Just in Time Teaching, Thinking About Learning and Teaching, Lifelong Learning, Transparency and Collaboration, and Community. Our far-reaching lessons are related to the contextual nature of leadership, how to effectively design and time learning experiences for adults, the importance of open and supportive communities working for a common purpose, and how each person’s perspective shapes his or her learning experience and how the lessons learned are applied.

47. Evaluation of new implementation strategies, program effectiveness and dissemination of new pedagogical knowledge: Centre for faculty development's stepping stones teaching certificate program

2007 ◽  
Vol 30 (4) ◽  
pp. 53
Author(s):  
D. Richardson ◽  
I. Silver ◽  
A. Dionne
Keyword(s):  
Program Evaluation ◽  
Faculty Development ◽  
Program Effectiveness ◽  
Teaching Practice ◽  
Journal Club ◽  
Development Program ◽  
Faculty Development Program ◽  
Stepping Stones ◽  
Certificate Program ◽  
The Impact

This evaluation of the integrated Stepping Stones (SS) Teaching Certificate program, including its instructional development (workshops) and theory review (journal club) components, will inform further program development. Results of this project will also add to the limited amount of scholarly work in the area of faculty development program evaluation. Faculty development literature in the area of organized program assessment reveals use of either quantitative OR qualitative methods. In this project, a novel method combining both techniques was used to explore program impact. Participants completed 2 questionnaires to identify skill-set knowledge gaps in teaching effectiveness. Pre- and post-program quantitative gaps were generated. Focus groups were used for qualitative exploration. Areas explored pre-program included: a) motives for enrollment, b) program expectations and c) prior teaching preparation. Post-program discussion explored: the impact of the program on a) participant’s perceived gaps, b) teaching behaviour change, and c) its influence on their career in education. We believed the program’s interprofessional environment would foster development of a learning community having impact on faculty knowledge, skills and attitudes related to teaching, and potentially elicit behavioural change in teaching practices. Results from a 2004-2005 cohort of participants have identified a variety of benefits for faculty and their teaching practice. Results from a second separate cohort, 2005-2006 participants, validated the initial findings. Remarkable harmonization in the results of the qualitative analysis between the two cohort samples was evident. Statistically significant differences (p < 0.05) were found in each of the domains examined qualitatively. Both qualitative and quantitatively, program effectiveness was demonstrated immediately following completion of the program. Follow up to assess the sustainability of the effects is ongoing. The analysis of the quantitative discrepancy (gaps) data has lead to a possible technique to assist in identifying unperceived educational needs. McLeod PJ, Steinert Y, Nasmith L, Conochie L. Faculty Development in Canadian medical schools: a 10-year update. CMAJ 1997; 156(10):1419-23. Hewson MG, Copeland HL, Fishleder AJ. What’s the use of faculty development? Program evaluation using retrospective self-assessments and independent performance ratings. Teach Learn Med 2001; 13(3):153-60. Moore EM. A Framework for Outcomes Evaluation in the Continuing Development of Physicians, in: The Continuing Professional Development of Physicians. Eds. Davis D, Barnes BE, Fox R. AMA Press, 2003.

Inspirational Teachers’ Model: A Constructivist Grounded Theory Study in Gifted Education

2021 ◽  
pp. 016235322110235
Author(s):  
Claudia A. Cornejo-Araya ◽  
Leonie Kronborg
Keyword(s):  
Grounded Theory ◽  
Constructivist Grounded Theory ◽  
Future Research ◽  
Theory Approach ◽  
Positive Attitudes ◽  
Safe Learning Environment ◽  
Contextual Determinants ◽  
Developmental Characteristics ◽  
Highly Able ◽  
Grounded Theory Approach

Adopting a constructivist grounded theory approach, 91 students from Years 9 to 11, in gifted educational programs from three schools in Melbourne, nominated their inspiring teachers. Eleven teachers, who received the highest number of nominations, were invited to an interview and an observation of their teaching. The emerged theoretical construct was identified as “Opening new possibilities: Inspiring teachers of gifted and highly able students,” which is further explained through three main categories: Being a knowledgeable and passionate teacher, creating an academically safe learning environment, and teaching beyond and above the regular curriculum. In addition, the theoretical process was explained through three phases: Expanding knowledge and understanding, Fostering positive attitudes, and Encouraging students to take action. Contextual determinants were considered to analyze and report the findings: students’ developmental characteristics, school culture, curriculum, and gifted educational provisions. Findings are discussed in the light of existing literature, as well as study limitations and ideas for future research.

scholarly journals Secondary School Teachers’ Professional Development in Australia and Shanghai: Needs, Support, and Barriers

SAGE Open ◽  
2021 ◽  
Vol 11 (3) ◽  
pp. 215824402110269
Author(s):  
Guangbao Fang ◽  
Philip Wing Keung Chan ◽  
Penelope Kalogeropoulos
Keyword(s):  
Professional Development ◽  
Teaching And Learning ◽  
Secondary School Teachers ◽  
New Technology ◽  
Development Program ◽  
Future Research ◽  
Information And Communication ◽  
Using Data ◽  
Teachers Professional Development ◽  
Scheduled Time

Using data from the Teaching and Learning International Survey (TALIS; 2013), this article explores teachers’ needs, support, and barriers in their professional development. The research finds that Australian teachers expressed greater needs in information and communication technology (ICT) use and new technology training for teaching, while Shanghai teachers required more assistance to satisfy students’ individual learning and pedagogical competencies. More than 80% of Australian and Shanghai teachers received scheduled time to support their participation in professional development, whereas less than 20% of Australian and Shanghai teachers received monetary or nonmonetary support. In terms of barriers, Australian and Shanghai teachers reported two significant barriers that conflicted with their participation in professional development: “working schedule” and “a lack of incentives to take part.” This article reveals implications of the study in the design of an effective professional development program for Australian and Shanghai teachers and ends with discussing the limitations of the research and future research directions.

Orienting to Otherness: Intellectual Humility, Moral Foundations, and Mature Alterity Outcomes

2021 ◽  
pp. 009164712110116
Author(s):  
David R. Paine ◽  
Steven J. Sandage ◽  
Joshua N. Hook ◽  
Don E. Davis ◽  
Kathryn A. Johnson
Keyword(s):  
Social Justice ◽  
Intercultural Competence ◽  
The United States ◽  
Future Research ◽  
Personality Factors ◽  
Moral Foundations ◽  
Helping Professions ◽  
Intellectual Humility ◽  
Seminary Students ◽  
Positive Attitudes

Scholars and practitioners have increasingly called for the development of social justice commitment, intercultural competence, and appreciation of diversity among ministers and helping professionals. In religious contexts, individual factors may contribute to differences in the degree to which spiritual leaders emphasize intercultural and social justice initiatives. Personality factors, such as virtues and specific moral commitments, predict the degree to which people report positive attitudes and demonstrate mature alterity. In this study, we explored the degree to which intellectual humility predicted mature alterity outcomes after controlling for the effects of five moral foundations (care, fairness, loyalty, authority, purity) in a sample of Christian seminary students in the United States. Implications and suggestions for future research are discussed for ministry and the helping professions.

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