Long-term Impacts of a Faculty Development Program for the Internationalization of Curriculum in Higher Education

2017 ◽  
Vol 58 (3) ◽  
pp. 219-238 ◽  
Author(s):  
Emily Urban ◽  
Maria Navarro ◽  
Abigal Borron
Keyword(s):  
Higher Education ◽  
Faculty Development ◽  
Development Program ◽  
Faculty Development Program

E-Learning and Faculty Development in Higher Education

2016 ◽  
pp. 226-244
Author(s):  
Susan Gallagher-Lepak ◽  
Christine Vandenhouten
Keyword(s):  
Higher Education ◽  
Faculty Development ◽  
Interface Design ◽  
Development Program ◽  
Learning Technologies ◽  
Nursing Program ◽  
Development Model ◽  
Faculty Development Program ◽  
Learning Framework ◽  
E Learning

Growth of online higher education and advances in technology justify and encourage new models of faculty development related to e-learning. This chapter describes a multi-campus faculty development program using distance technology, a Community Of Practice (COP) model, and an e-learning framework. The Flexible Framework for E-Learning by Khan (2005) guided planning and implementation of the faculty development program. A variety of strategies were used to deliver the faculty development program including use of campus-based site leaders, participating scholars, monthly videoconferences, a faculty development handbook, hands-on use of new e-learning technologies, and a year-end conference. The program also included an evaluation of the interface design of courses used in a collaborative online nursing program with findings reported to faculty. Along with strategies used, barriers and evaluation of the multi-campus faculty development model are presented so that the faculty development model can be replicated across other universities and disciplines.

Long-Term Follow-Up of a Dental Faculty Development Program

2013 ◽  
Vol 77 (6) ◽  
pp. 716-722 ◽  
Author(s):  
Maureen McAndrew ◽  
Suzanne Motwaly ◽  
Tracy Ellen Kamens
Keyword(s):  
Faculty Development ◽  
Development Program ◽  
Faculty Development Program ◽  
Long Term Follow Up

scholarly journals Long-term follow-up of a longitudinal faculty development program in teaching skills

2005 ◽  
Vol 20 (8) ◽  
pp. 721-725 ◽  
Author(s):  
Amy M. Knight ◽  
Karan A. Cole ◽  
David E. Kern ◽  
L. Randol Barker ◽  
Ken Kolodner ◽  
...  
Keyword(s):  
Faculty Development ◽  
Development Program ◽  
Teaching Skills ◽  
Faculty Development Program ◽  
Long Term Follow Up

scholarly journals Strategic Approaches to SoEL Inquiry Within and Across Disciplines: Twenty-year Impact of an International Faculty Development Program in Diverse University Contexts

2020 ◽  
Vol 3 (1) ◽  
pp. p1
Author(s):  
Andrea S. Webb ◽  
Harry T. Hubball ◽  
Anthony Clarke ◽  
Simon Ellis
Keyword(s):  
Higher Education ◽  
Faculty Development ◽  
Professional Learning ◽  
Educational Leaders ◽  
Development Program ◽  
Learning Needs ◽  
Graduate Degree ◽  
Faculty Development Program ◽  
International Faculty ◽  
University Campuses

Educational leaders on university campuses around the world are increasingly required to account for the effectiveness, efficiency and quality of their undergraduate and graduate degree programs. The S Scholarship of Educational Leadership (SoEL) in higher education is a distinctive form of strategic inquiry for educational leaders with an explicit transformational agenda of educational practices within and across the disciplines in diverse university contexts. This paper examines complex institutional challenges and strategic approaches to SoEL inquiry. In an international faculty development context, data suggests that educational leaders from a variety of disciplines face significant challenges when undertaking SoEL inquiry. Strategic institutional supports and customised professional development are key to facilitating SoEL inquiry in higher education. Further, SoEL is inherently situated, socially mediated, and responsive to the professional learning needs and circumstances of educational leaders within and across the disciplines in diverse university contexts.

E-Learning and Faculty Development in Higher Education

2018 ◽  
pp. 1244-1262
Author(s):  
Susan Gallagher-Lepak ◽  
Christine Vandenhouten
Keyword(s):  
Higher Education ◽  
Faculty Development ◽  
Interface Design ◽  
Development Program ◽  
Learning Technologies ◽  
Nursing Program ◽  
Development Model ◽  
Faculty Development Program ◽  
Learning Framework ◽  
E Learning

Growth of online higher education and advances in technology justify and encourage new models of faculty development related to e-learning. This chapter describes a multi-campus faculty development program using distance technology, a Community Of Practice (COP) model, and an e-learning framework. The Flexible Framework for E-Learning by Khan (2005) guided planning and implementation of the faculty development program. A variety of strategies were used to deliver the faculty development program including use of campus-based site leaders, participating scholars, monthly videoconferences, a faculty development handbook, hands-on use of new e-learning technologies, and a year-end conference. The program also included an evaluation of the interface design of courses used in a collaborative online nursing program with findings reported to faculty. Along with strategies used, barriers and evaluation of the multi-campus faculty development model are presented so that the faculty development model can be replicated across other universities and disciplines.

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