Faculty Development: The Why and the How of It

Cuseo, Joseph B.

doi:10.1002/j.2334-4822.1989.tb00144.x

Cited by 3 publications

(2 citation statements)

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“…I am often engaged in discussing career issues, reviewing tenure and promotion papers, or talking about difficult personal or professional issues such as sexual harassment, divorce, loneliness in a new community, or professional burnout. These sensitive issues demand that new faculty developers be prepared to exhibit many of the characteristics identified as required for the profession: credibility, openness, trustworthiness, tact, caring, respect, and empathy (Cuseo, 1989;Lindquist, 1978).…”

Section: Strategy 4: Anticipate the Unexpectedmentioning

confidence: 99%

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The New Faculty Developer and the Challenge of Change

Bowman

1993

To Improve the Academy

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This article describes strategies to help novice faculty developers successfully adjust to their new profession and be effective in what they do. These approaches suggest that new developers may be better informed than they think they are, but will need to be prepared to make choices about what they do; deal with the challenge of limited resources; anticipate the unexpected; and recognize that their office may be perceived by faculty members as a safe place. Differences between the roles of faculty member and faculty developer are indicated Additional suggested strategies include using publications, making the faculty development office visible, keeping higher administrators informed, building strong relationships within the academic community, and taking advantage of such organizations as the Professional and Organizational Development Network in Higher Education (POD) and the Society for Teaching and Learning in Higher Education (STLHE). The author suggests that effectiveness in faculty development can contribute to the building of community in the academy.

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Section: Strategy 4: Anticipate the Unexpectedmentioning

confidence: 99%

“…As Christopher Knapper (1984) has noted, a great deal more could be done to disseminate research fmdings on higher education pedagogy. Generally, faculty developers need to be well-informed and current in their knowledge of a wide range of development issues (Cuseo, 1989).…”

mentioning

confidence: 99%