Leadership Institute for Faculty Development

Abstract

The purpose of the present project is to describe a cohort-based intradepartmental leadership program at our medical school. Leadership development programs are becoming popular in academic medicine as institutions seek solutions to problems. We developed and implemented a cohort-based leadership program within the Department of Foundational Medical Studies at our medical school in order to not only develop our next cadre of leaders but also to spread and disseminate the principles of leadership and enhance the recognition by all departmental members of the various leadership roles each holds.

The Impact of Learning How to Teach for College Professors

“…Faculty development and training in the area of teaching methodologies is lacking for the college professor (Gould & Hammond, 2021;Hervas, 2021;Powers, 1992). Kane et al (2002) found that many colleges across the country have dedicated teaching and learning centers, but few have set programs in place that are specific to faculty training on teaching methodologies.…”

“…Higher education institutions have a vested interest in the study. If there is no state requirement or teaching certification for teaching at the college level (Boyer, 1990) and many higher education institutions do not have programs in place for methodology and teaching training (Anderson & Adams, 1992;Gould & Hammond, 2021), faculty members rarely learn the pedagogical practices in how to teach. Faculty members rely on past experiences as students, experiences as researchers, working with mentors, trial and error, and other methods to learn how to teach and deliver content (Gould & Hammond, 2021;Kusch, 2016;Oleson & Hora, 2014).…”

“…A faculty member at a higher education institution has content knowledge in his or her field of study, yet most are not required to have training on how to deliver that knowledge to others (Gould & Hammond, 2021;Lowenthal et al, 2012). There is no statewide or accredited requirement for higher education faculty that specifically provides instruction on how to teach (Boyer, 1990;Hervas, 2021).…”

Leadership development in practice: a transformative journey

“…For faculty, stepping into formal leadership positions can be a disorienting event as the role often extends beyond what they have experienced or imagined (Ashe & TenHuison, 2018;Floyd, 2016;Kiel, 2017;Robison & Gray 2017;Templeton & O'Meara, 2018), and many faculty members are hesitant to step into leadership positions (Berman, 2015;Cooper & Pagotto, 2003;Floyd, 2016;Kiel, 2017;Robinson & Gray, 2017;Templeton & O'Meara, 2018). To support faculty going into leadership positions, ongoing leadership development opportunities are important, and it is essential to understand the impact of leadership development on emerging leaders (Ashe & TenHuison, 2018;Gould & Hammond, 2021;Kiel, 2017;Templeton & O'Meara, 2018). This chapter explores literature relating to leadership development, leadership in community colleges, and leadership development with an emphasis on emerging, novice and middle leaders in higher education.…”

“…When considering leadership development programs and interventions, understanding the leadership conceptions that underly those the interventions, materials, activities, and implementation of those activities is important as those beliefs and intentions about leadership influence the experience, materials, and curriculum (Ashe & TenHuison, 2018;Gould & Hammond, 2021). The most traditional way leadership has been researched and conceptualized is through trait-based theories and attempts to generalize about individuals who serve as leaders (Grint & Holt, 2011).…”