Faculty Development Programs: A Perspective

Management of faculty development centers can be made more effective and efficient by following a clearly articulated conceptual framework. This chapter examines three centers organized around distinct approaches. At one center, a single theme guides the choice of activities. At a second, primary faculty roles and organizational level of impact determine programming choices. At a third, a curriculum of teaching skills shapes planning and assessment. In each case, working from an explicit conceptual framework enables the center staff to more effectively prioritize competing demands and retain perspective in a changing higher education environment.

Section: A Conceptual Frameworkmentioning

confidence: 99%

2: A Conceptual Framework for the Center

Kuhlenschmidt

Weaver

Morgan

2010

“…To be more specific, what we know now about the work of educational development comes mainly from a few studies that survey the field, a great deal oflocal program assessment, and a strong tradition of sharing best practices. Broad studies over time (Centra, 1976;Chism & Szabo, 1996;Eble & McKeachie, 1985;Erickson, 1986;Hellyer & Boschmann, 1993) have offered important ways to outline the evolution and scope of educational development as an emerging field. Most recently, in Creating the Future of Faculty Development, Sorcinelli, Austin, Eddy, and Beach (2006) offer a review of current goals and practices, based on several earlier works and a survey of practitioners.…”

Section: Sotl In Ed: What and Why?mentioning

confidence: 99%

6: Toward a Scholarship of Teaching and Learning in Educational Development

Felten

Kalish

Pingree

et al. 2007

Educational development traditionally has been a practice-based field. We propose that asa profession weadopt the methods of thescholarship of teaching and learning (SoTL), so often shared with our clients, in order to look through a scholarly lens at theoutcomes ofourownpractice. Using SoTL approaches in our work would deepen the research literature in ourfield and improve theeffectiveness ofdecisions we makeaboutwhere to spend limited time and resources. In this chapter, weexplore what it might mean for individual developers, andfor ourp~ofessiollal community, toapply SoTL methods toourpractice.. E ducational development (ED) is a profession dedicated to helping colleges and universities function effectively as teaching and learning communities. This field includes all the areas for which we often name it: faculty development; TA development; instructional, academic, and organizational 93

“…Another methodology relies on a sample of convenience. Hellyer and Boschmann (1993) examined faculty development programs at ninetyfour institutions in a sample based on the Professional and Organizational Development Network in Higher Education (POD Network) membership, conference attendees, and individuals they knew. Unfortunately, we do not know if the sample was representative or if they simply located centers with directors who were responsive or part of the professional network.…”

mentioning

confidence: 99%

20: Distribution and Penetration of Teaching-Learning Development Units in Higher Education

Kuhlenschmidt

2011

This chapter presents descriptive information about 1,267 U.S. teachinglearning development units (TLDUs). It provides strategic planning and research tools previously unavailable. Results indicate that TLDUs occur in at least 21.2 percent of u.s. higher education institutions, and their presence is correlated at a higher level with student enrollment than with number of faculty. The study provides normative data on the nature of higher education in the United States and on TLDUs by Carnegie classification, location, and type of institution. Additional information is provided about the presence of centers at special-focus institutions such as Hispanic-serving institutions.