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1.
Peer Coaching: Professional Development for Experienced Faculty 总被引：1，自引：0，他引：1
The professoriate, as a whole, is growing older and more experienced; yet institutions often overlook the professional development
needs of mid-career and senior faculty. This article, based on a review of the literature and the development of a peer coaching
project, examines peer coaching as a professional development opportunity for experienced faculty that meets many of their
immediate needs and offers a variety of longer-term benefits to their institution. Six recommendations for creating a peer
coaching program emerge from the literature and the authors’ experience.
Therese A. Huston is the Director of the Center for Excellence in Teaching and Learning at Seattle University. She received her B.A. from Carleton College and her M.S. and Ph.D. in cognitive psychology from Carnegie Mellon University. Her research interests include faculty development and satisfaction, college teaching, diversity and social justice, and student learning. Carol L. Weaver is an associate professor in Adult Education at Seattle University’s College of Education. She received her B.S. Degree from Washington State University. Both her Master’s degree work (Oregon State University) and her Doctorate (The Ohio State University) focused on adult education. Her teaching and research focus on faculty development, course design, and workplace learning. 相似文献
| Therese HustonEmail: |
Therese A. Huston is the Director of the Center for Excellence in Teaching and Learning at Seattle University. She received her B.A. from Carleton College and her M.S. and Ph.D. in cognitive psychology from Carnegie Mellon University. Her research interests include faculty development and satisfaction, college teaching, diversity and social justice, and student learning. Carol L. Weaver is an associate professor in Adult Education at Seattle University’s College of Education. She received her B.S. Degree from Washington State University. Both her Master’s degree work (Oregon State University) and her Doctorate (The Ohio State University) focused on adult education. Her teaching and research focus on faculty development, course design, and workplace learning. 相似文献
2.
This article focuses on the development of education relating to aging in a specific professional education program: social work at the University of Queensland. A brief outline of features of the aged population and services for the aged in Queensland, an Australian state, is given as a background for describing one approach to gerontology education with the University of Queensland social work faculty. The challenges and tasks of curriculum development in relation to gerontology in a generic undergraduate course are described. Specific training in gerontology at a theoretical and practical level is provided through field practicums in an institution for the aged and proposals to extend this to a community‐based practice research program for the aged are outlined. To give a combined approach to social work, current research programs relating to this program — social policy and aging — are described. 相似文献
3.
Dan Schuch 《TechTrends》2001,45(2):17-18
Conclusions An improvement to the process used in the development of the program would be to implement a team approach.The Research Assistant took me more than a year to create. A team approach for such an ambitious project would have added the benefits of multiple
perspectives and greater efficiency, and taken less time to build. I wish to thank the faculty and students at Florida State
University for their support. The quality and uniqueness of their contributions amazed me. Although I alone wrote the code
for the program, my colleagues contributed tremendously on the content and theory base. Three faculty members were especially
helpful and deserve mention and thanks: Dr. Walter Wager, Dr. David Lebow, and Dr. Robert Reiser. 相似文献
4.
Lisa Meloncon 《Technical Communication Quarterly》2017,26(3):256-272
ABSTRACTTechnical and professional communication (TPC) programs rely on contingent faculty to achieve their curricular mission. However, contingent faculty lack professional development opportunities. In this article, the author reports survey results (N = 91) and three cases studies that provide information on contingent faculty and their preparation for online teaching and then provides a three-step approach for TPC program administrators and faculty to follow so that programs can create sustainable professional development opportunities for contingent faculty to teach online. 相似文献
5.
Patrício Maria Teresa Santos Patrícia Loureiro Paulo Maia Horta Hugo 《Tertiary Education and Management》2018,24(1):1-18
The international mobility of faculty is increasing worldwide. Although studies have considered the experiences of academics abroad, less is known about faculty-exchange programs with policy objectives. This study helps to fill this gap by analyzing a nationwide structured faculty exchange program established by Carnegie Mellon University and Portuguese universities to bring change to Portuguese higher education. The findings are based on interviews with Portuguese program participants, whose motivation to participate and experiences with the program, in addition to the influence of their experience abroad on their home institution, were explored. We find that, although the alignment of individual motivations with institutional interests is important to such programs, the complex transposition of individual experiences to the institutional level may be impeded by cultural resistance as well as resource and organizational constraints. Our exploration of the features that determine the success or failure of these experiences provides insights for policymakers seeking to implement faculty-mobility programs in the future. 相似文献
6.
Transforming the College through Technology: A Change of Culture 总被引：1，自引：0，他引：1
James A. McLoughlin Lih-Ching Chen Wang William A. Beasley 《Innovative Higher Education》2008,33(2):99-109
In this article we address the implementation of sustainable technological change among the faculty, staff, and students in
the College of Education and Human Services at a mid-western urban institution. We examine cultural factors common to institutions
of higher education and then describe particular planning and implementation processes employed at one institution to move
faculty and staff from a state of minimal technology use to one of substantial technological competence over a period of years.
The process turns out to be robust and stable despite growth over time. We conclude with recommendations for other educational
institutions facing similar needs for cultural change in the use of technology.
James A. McLoughlin has been Dean of the College of Education and Human Services at Cleveland State University since 1995 and Interim Provost
from 2000 to 2001; he received his Ph.D. in Special Education from the University of Arizona.
Lih-Ching Chen Wang is a Fulbright Scholar. She is currently an Associate Professor of Education in the Department of Curriculum and Foundations
at Cleveland State University. Her work focuses on the integration of technology into teacher education. She holds a Ph.D.
in Instructional Technology from Kent State University.
William A. Beasley is a Professor of Education who specializes in Educational Technology and runs the Center for Teaching Excellence at Cleveland
State University. He holds an Ed. D. in Gifted Education from the University of Georgia. 相似文献
7.
Nurturing faculty vitality by matching institutional interventions with career-stage needs 总被引：1，自引：0，他引：1
Patricia Kalivoda Geraldine Rogers Sorrell Ronald D. Simpson 《Innovative Higher Education》1994,18(4):255-272
A questionnaire study, modeled after Baldwin's 1979 research on faculty at a liberal arts college, was conducted with 42 Lilly Teaching Fellows and Lilly Mentors at a large, public, research-oriented university in the Southeast U.S.A. Results from the study support the notion that one of the keys to a successful instructional and faculty development program is to target activities to the academic career stage of the faculty member.Patricia Kalivoda works in the Office of Instructional Development at The University of Georgia. She holds an MBA and an Ed.D. from The University of Georgia. Her research focuses on faculty career development and faculty vitality. Geraldine Rogers Sorrell is Special Populations Coordinator at Middle Georgia Technical Institute. She holds an M.Ed.and an Ed.D. from The University of Georgia. She specializes in faculty and staff development, and career counseling. Ronald D. Simpson is Director of the Office of Instructional Development at The University of Georgia, where he also is professor of Higher Education and Science Education. He holds degrees from The University of Tennessee and The University of Georgia. 相似文献
8.
Scholars in teaching and learning value student research and program assessment as strategies to promote excellence in undergraduate
education. Yet, in practice, each can be complex and difficult to sustain. This case study demonstrates how undergraduate
research, mentoring of junior faculty, and assessment can be integrated in ways that enrich the educational experiences of
students and the professional development of faculty and improve research on teaching and learning. The authors describe a
lively undergraduate research project that became tied to the mentoring of assistant professors and then to program assessment.
We conclude with recommendations for implementing such a project in other academic settings.
Elizabeth Thomas is Assistant Professor in the Interdisciplinary Arts and Sciences at the University of Washington Bothell. She received her
Ph.D. in Psychology from the University of Illinois at Urbana-Champaign and teaches courses on inquiry in the social sciences,
community psychology, and psychology and the arts. Her research examines sociocultural contexts for learning and development
with a particular focus on the role of the arts and the potential of participatory action research strategies.
Diane Gillespie is Professor and Associate Director of Interdisciplinary Arts and Sciences (IAS) at The University of Washington, Bothell,
received her Ph.D. at the University of Nebraska—Lincoln in Cultural and Psychological Studies in Education. She teaches multicultural
social science courses and qualitative research. Her recent publications explore the importance of narrative for reflective
teaching and learning, learning in small groups, and the role of human rights in nonformal education. 相似文献
9.
Through this study we explored a community of practice framework applied to faculty professional development at a mid-size
state university in order to examine the issues unique to discipline-specific professional development in higher education.
Through content-focused professional development activities conducted by the authors, several key areas were identified that
point to challenges in building a faculty community of teaching practice: (a) the need for a culture of professional development,
(b) developing old-timers and recruiting newcomers, (c) the need for teaching scholars to coordinate professional development,
(d) challenging the “culture of service”, and (e) the need for a language to mediate thinking about practice.
Maria Blanton received a Ph.D. in Mathematics Education from North Carolina State University. She is currently a Senior Executive Research
Associate in the Kaput Center and an Associate Professor in the Science, Technology, Engineering and Mathematics Dept at the
University of Massachusetts Dartmouth. Her research interests focus on applications of sociocultural theory in understanding
teaching and learning mathematics in both elementary grades and higher education.
Despina Stylianou received an Ed.D. in mathematics education from the University of Pittsburgh. She is Associate Professor in the Department
of Secondary Education at the City College of New York. Her research interests are in the area of mathematical cognition;
her work explores the mathematical skills, sensibilities, and habits of mind and action that are critical to doing, learning,
and using mathematics proficiently. 相似文献
10.
This article examines the rationale for an expanded definition of faculty development and reviews institutional structures and practices which support the personal and professional development of faculty through faculty and academic development, employee assistance, and health promotion programs.Glenda Hubbard is a professor in the Department of Human Development and Psychological Counseling, and a practicing therapist in the Employee Assistance Service of the Hubbard Center for Faculty and Staff Support at Appalachian State University. She received her Ph.D. in counseling psychology from the University of Miami. Her current interests include the faculty development needs of mid-career faculty and women's issues in counseling. Sally Atkins is a professor in the Department of Human Development and Psychological Counseling, and a faculty/staff psychologist for the Hubbard Center at Appalachian State University. She received her Ph.D. in counselor education from the University of North Carolina at Greensboro. Her current interests include faculty quality of life, therapy and the arts, and cross-cultural psychology. 相似文献
11.
Abstract Today, faculty are being challenged to rethink their course and programme offerings, and to bring them in line with the diverse needs of a new student population. In doing so, they are continually asked to confront their ‘traditional senses’ about teaching. This paper reports the struggles of faculty to build new notions about teachings, and learning styles and strategies as they recreated the real estate programme at Arizona State University. It then draws from their experience, certain lessons about programme change. 相似文献
12.
13.
Rosemary E. Phelps 《Innovative Higher Education》1995,19(4):255-268
This article presents an overview of issues and concerns associated with being the only African American female faculty member in an academic department and with being one of two or more African American faculty in a department at a predominantly White college or university. Positive and negative aspects of both situations are examined, and strategies for empowerment and professional development are discussed.Rosemary E. Phelps is an assistant professor in the Department of Counseling and Human Development Services at the University of Georgia. She received her Ph.D. in counseling psychology from the University of Tennessee, Knoxville. She has a B.A. in psychology and an M.A. in guidance and counseling from Ohio State University at Columbus. Her professional and research interests include racial and gender aspects of verbal aggression, ethnic diversity, and multicultural training issues. 相似文献
14.
Catherine B. Stevenson Robert L. Duran Karen A. Barrett Guy C. Colarulli 《Innovative Higher Education》2005,30(1):23-36
Colleges and universities are adopting learning communities to increase student learning and build cohesion. As learning communities grow in popularity, institutions need to invest in faculty development (Oates, 2001) and understand faculty experiences (Mullen, 2001). The University of Hartford created a program that prepared faculty for collaborative teaching in first-year learning communities. Faculty learned to engage in collaborative behaviors, to think outside disciplinary borders, and to employ a specific template as a heuristic for course development. Results of focus group research about the faculty experience and the impact of the experience on their pedagogy are summarized.Catherine B. Stevenson, whose M.A. and Ph.D. are from New York University, is currently an Associate Professor of English and Drama and Academic Dean of International and Honors Programs. She and her coauthors are affiliated with the University of Hartford, West Hartford, CT. Her special interests include nineteenth and twentieth century literature, curriculum reform, pedagogy, and international education. Robert L. Duran, Professor in the School of Communication, who earned his M.A. at West Virginia University and Ph.D. at Bowling Green State University, is a specialist in program evaluation, evaluation research, and research methods. Karen A. Barrett, Associate Dean of Undergraduate Studies, has an M.S. from the State University of New York at Buffalo. Her special interests include interdisciplinary general education curriculum, higher education administration, and diagnostic hematology and microbiology. Guy C. Colarulli, earned an M.A. at the University of Connecticut and a Ph.D. at The American University. He is the Associate Provost and Dean of Undergraduate Studies, whose special interests include Higher Education Administration, First-Year Experience, as well as American Government, and Politics 相似文献
15.
This qualitative study makes the case for the implementation of curriculum mapping, a procedure that creates a visual representation
of curriculum based on real time information, as a way to increase collaboration and collegiality in higher education. Through
the use of curriculum mapping, eleven faculty members in a western state university Teacher Licensure program aligned and
revised the teacher education curriculum across a sequence of courses. An increase in collaboration and collegiality among
faculty emerged as an unintended outcome as a result of participation in the project.
Kay Pippin Uchiyama is currently the Assessment Coordinator for the Poudre School District in Fort Collins, Colorado. During this study, she was
an Assistant Professor of Teacher Education at Colorado State University and a co-primary investigator for the Preparing Tomorrow’s
Teachers to Use Data grant. She received her Ph.D. in Instruction and Curriculum in the Content Areas with an emphasis on
Teacher Education and Learning to Teach from the University of Colorado at Boulder. Her interests include data driven instruction,
assessment for learning, teacher education, professional development schools, and mathematics education. Her email is kuchiyam@psdschools.org.
Jean L. Radin is an adjunct professor at Colorado State University and a co-primary investigator for the Preparing Tomorrow’s Teachers to
Use Data grant. She received her Ph.D. from Colorado State University. Her interests are brain-based teaching and learning,
data driven instructional practices, teacher education and professional development schools. Her email is jradin@cahs.colorado.edu. 相似文献
16.
The Kellogg funded Faculty Seminar on Future Directions in Continuing Education was a continuing professional development project for young assistant and associate professors of adult continuing education. The Faculty Seminar was developed and conducted by Jerold Apps, Alan Knox, and Jack Ferver, professors at the University of Wisconsin-Madison, from January, 1987, through March, 1989. Thirty-three early career faculty members focused on enriching their leadership roles within their academic departments and across the field of adult/continuing education, as well as on personal career development. Within each of these areas, participants normatively considered future directions for the field.Judith G. Adrian is completing her dissertation in Adult/Continuing Education at the University of Wisconsin-Madison. She also served as Project Assistant for the two year duration of the Kellogg Faculty Seminar on Future Directions in Adult/Continuing Education.Jerold W. Apps of a Professor of Adult/Continuing Education at the University of Wisconsin-Madison. He is the author ofHigher Education in a Learning Society (Jossey-Bass, 1988) and several other books. 相似文献
17.
This study focuses upon the narratives of women educators (educadoras) who contributed to radical democratic school reforms in post‐authoritarian Brazil. We illustrate through three of the teachers’ narratives how their professional identities and actions were shaped partly by their experiences of resisting the military regime and by their participation in professional development opportunities that grew from liberatory social movements. Our analysis focuses on their efforts to construct counter‐pedagogies in their disciplines of history, mathematics, and physical education that resisted colonizing, authoritative practices and moved toward more liberatory, humanizing pedagogies. We consider how these counter‐pedagogies reflect both women’s ways of knowing that emphasize dialogue, collaboration, community, and the value of personal knowledge and relationships, as well as feminist principles of consciousness‐raising and social action. This analysis highlights possibilities and challenges of radical democratic reform in education by focusing on the work, experience, and identities of women educators engaged in the day‐to‐day efforts to bring about lasting change. 相似文献
18.
ABSTRACTThe purpose of this reflective commentary is to describe and analyze how efforts were made to engage polytechnic nursing faculty in a multi-institutional, interprofessional research project, and the effectiveness of methods used. We describe the professional development and project management activities provided along with our reflection as to their effectiveness. The faculty members worked at a polytechnic, a small vocational and technical institution in Western Canada with approximately 14,000 full-time students, where faculty were not required to participate in research. Assumptions were made about their interest, knowledge, and ability regarding the research process. These assumptions led the investigators to implement professional development activities that were not effective. Spontaneous informal, anecdotal feedback from some faculty members to the authors, and the authors’ own observations, informed the results. Assumptions about novice faculty research skills may not be accurate; therefore, an effort should be made to perform a pre-assessment of these skills, to create a lesson plan, to assess the effectiveness of teaching strategies, and to evaluate the effectiveness of supportive measures in order to address learning needs. 相似文献
19.
David L. Caffey 《Community College Journal of Research & Practice》2013,37(4):311-323
This article focuses on faculty views toward programs for their own professional development. Significant contributions to existing research on the topic are (1) an attempt to have faculty respond to the broad range of ideas, both old and new, that have been suggested over the past several years of greatly increased dialogue, and (2) an attempt to map some of the systematic variation in faculty development interests among faculty members, based on selected individual characteristics. The article is based on a study conducted during spring and summer 1978. The study disclosed a preference for goals relating to the ongoing teaching performance of faculty and markedly less enthusiasm for goals relating to overall institutional concerns. Activities that could be pursued individually or independently were preferred over those conducted in groups and those involving evaluation of performance, attempts to serve personal needs, or attempts to facilitate interaction among individuals and departments. A comparison between faculty perceptions of “what should be” and “what is” revealed a number of marked discrepancies on goal and activity items. 相似文献
20.
Tazzarae Spivey-Mooring 《Peabody Journal of Education》2014,89(3):393-410
This study examines an innovative model program for the mentorship of diverse graduate students entitled the Inter-Ethnic/Interdisciplinary Mentoring Institute for Graduate Education (i.e., Mentoring Institute), which was established by the Graduate Student Diversity Programs in the Office of the Vice President for Research at the University of Virginia (UVa). The Mentoring Institute was created to promote an inclusive environment for graduate students from diverse backgrounds as well as to provide support for and increase the number of students of color who successfully matriculate and graduate from UVa. A comprehensive program evaluation was conducted that assesses the mentoring experiences of UVa graduate students who participate in the Mentoring Institute. The evaluation data reveals how graduate students’ involvement in the Mentoring Institute has positively impacted their academic and social experiences as well as their feelings of connectedness to UVa's professional community. The evaluation also assesses ongoing activities, professional trainings, workshops, and other support mechanisms provided for graduate students by the Mentoring Institute. In all, graduate students who participated in the Mentoring Institute evaluation indicated that the program has contributed significantly to their academic success, social well being, and feelings of connectedness to the UVa graduate school community. This study should particularly benefit administrators, faculty, students, and higher education professionals who are interested in multicultural graduate student development at predominately White institutions of higher education. 相似文献