Education Commons^™

University Faculty Perceptions Of Professional Development: Impact And Effectiveness, Claudia Vela, Velma D. Menchaca, Hilda Silva

Journal of Educational Leadership in Action

The purpose of this study was to examine faculty perceptions of the effectiveness and impact of professional development programs and activities in the areas of teaching, research, and service. This qualitative phenomenological study was conducted in a four-year Hispanic-serving institution in South Texas. It focused on exploring tenured and tenure-track faculty perceptions and experiences of their participation in professional development to help them meet tenure and promotion expectations. Analysis of data showed that faculty had mixed feelings about the workshops and training sessions that were offered on campus. However, networking, collaboration, and access to resources and technology were practices that …

Designing Effective Online Courses: Exploring The Relationships Amongst Online Teaching Self-Efficacy, Professional Development, Online Teaching Experience, And Reported Implementation Of Effective Higher Education Online Course Design Practices, Elizabeth Mcmahon

The Interactive Journal of Global Leadership and Learning Infographics

How best to prepare and support higher education faculty to design and teach effective online courses is a topic of great significance to higher education institutional leaders and faculty developers. This study explored how hours of professional development along with online teaching and learning experiences were related to online teaching self-efficacy and the extent to which participants reported implementation of effective online course design practices. Using a non-experimental quantitative correlational explanatory research study design, data were collected using a questionnaire. Participants included 104 online faculty from a large public higher education system located in the upper Midwest that includes both …

Needs Assessment For Faculty Development In Health Professions Education At A Medical University In Karachi, Pakistan, Tabassum Zehra, Sana Saeed, Rahila Ali, Amber Sultan, Areeba Hussain

Department for Educational Development

Faculty Development (FD) embraces all educational activities used by teachers to improve their knowledge and skills for enhancing their academic competencies. This study aimed to identify the areas in Health Professions Education (HPE) in which formal faculty development is required. A needs assessment survey was conducted from among the faculty members at the Aga Khan University (AKU), Karachi, Pakistan, and the French Medical Institute for Mother and Children, Afghanistan. Data was analysed using SPSS 20.0 and reported frequencies and percentages according to various academic tracks. Competency-based curricula (51%), providing effective feedback (51%), developing Objective Structured Clinical Exam (51%), and clinical …

Assessing The Relationship Between Mandatory Faculty Development For Online Career College Instructors And Transformative Learning, Tremayne Simpson

Dissertations

Online teaching and learning has become a primary focal point for higher education administrators. Institutions have focused their strategic plans to maximize opportunities to grow their campuses, through distance education. A consistent issue that has surfaced with distance education initiatives is teacher preparation for online education. The issue is further compounded in proprietary institutions that may have limited resources and guidance for structuring effective faculty development programs. It is beneficial for faculty program developers to implement adult learning concepts into their courses to improve the overall training transfer for instructors. Transformative learning is an adult learning theory that focuses on …

Building Resilience In Ctls: Reflections On Practice, Lisa J. Hatfield, Julie Maxson, Jennifer Marshall Shinaberger, Hanna E. Norton, Cynthia (Cia) H. Demartino, Annette Finley-Croswhite, Gigi Gokcek

History Faculty Publications

What are the qualities of the “now” that make teaching and learning an urgent, if not a moral, imperative? A group of faculty, administrators, and educational developers respond to this question with individual narratives bound together by a common theme of reflective practice in times of crises to help faculty become more resilient in preparing for ongoing upheavals and unexpected crises while pursuing more inclusive communities. Our personal narratives reflect on the subjects of flexibility in the face of crises, technology and ethics, study abroad exposure to ethical challenges, students’ growing anxiety and mental health, modeling metacognition with peers and …

Designing Effective Online Courses: Exploring The Relationships Amongst Online Teaching Self-Efficacy, Professional Development, Online Teaching Experience, And Reported Implementation Of Effective Higher Education Online Course Design Practices, Elizabeth Mcmahon

The Interactive Journal of Global Leadership and Learning

How best to prepare and support higher education faculty to design and teach effective online courses is a topic of great significance to higher education institutional leaders and faculty developers. This study explored how hours of professional development along with online teaching and learning experiences were related to online teaching self-efficacy and the extent to which participants reported implementation of effective online course design practices. Using a non-experimental quantitative correlational explanatory research study design, data were collected using a questionnaire. Participants included 104 online faculty from a large public higher education system located in the upper Midwest that includes both …

Designing Effective Online Courses: Exploring The Relationships Amongst Teaching Self-Efficacy, Professional Development, Faculty Experience, And Implementation Of Effective Online Course Design Practices, Elizabeth Mcmahon

Dissertations, Theses, and Projects

How best to prepare and support faculty to design and teach effective online courses is a topic of great significance to higher education institutional leaders and faculty developers. This research project was motivated by several research questions that were formulated to explore how specific demographic characteristics including online teaching experience, hours of professional development completed, gender, institution type, whether or not the participant has participated in a Quality Matters official course review, and whether or not the participant had experience as an online student were related to online teaching self-efficacy and the extent to which participants reported implementation of effective …

A Virtual Community Of Practice: Impact On Instructional Design Knowledge And The Cultural Elements Evident Within Interactions Among Nigerian Faculty, Hala Walid Esmail

LSU Doctoral Dissertations

With the expansion of higher education and the growth of online course offerings in Sub-Saharan Africa, there is a critical need to support faculty in developing the necessary skills to teach effectively online. The purpose of this qualitative, single-case study was to examine the nature of the discourse in which faculty members engaged within a virtual community of practice that was created to support their instructional design and online teaching efforts. The community of practice framework and the related learning theories of situated learning and social constructivism served as the underpinning of this study. The E-Learning Program was facilitated via …

The Impact Of Teacher Methodology Training For Higher Education Faculty Members, Nicole Baker

Ed.D. Dissertations

Many college programs are designed to graduate individuals who are experts in their field of study, but not necessarily individuals who are trained in how to teach. This quantitative, quasi-experiment study examined college faculty member’s level of training in the area of teaching practices and methodology. The relation to student satisfaction, current course performance, attendance, the belief in the need for training, and faculty member’s sense of efficacy in teaching was explored. The Statistical Package for the Social Sciences (SPSS) was used to organize the data using a one-way ANCOVA to analyze the impact the level of training had on …

Administrative Best Practices For Engaging New Faculty, Michael G. Strawser, Russell Carpenter, Shanti Bruce, Kevin Dvorak

Academic Chairpersons Conference Proceedings

Presenters and participants will discuss how Millennial faculty may a) change the higher education system; b) adapt their own internal wiring to fit higher education; and c) relate to faculty/staff of other generations. Participants will also address issues related to millennial faculty engagement and professional development, expectations of communication, and responses to campus sexual harassment.

Leadership Development Experiences Of Department Chairs At A Canadian University, Leda Stawnychko

Academic Chairpersons Conference Proceedings

I will present the preliminary findings of a doctoral research study that explores the leadership development experiences of department chairs at a West Canadian university. The literature review, document analysis and themes emerging from semi-structured interviews with chairs of departments of diverse disciplines and sizes will also be explored.

Responding To Students Experiencing Emotional Distress: An Action Research Study Of Professional Learning Experiences For Faculty And Staff, Christopher Taylor Lakes

Theses and Dissertations--Educational Leadership Studies

Students entering college are increasingly presenting with complex mental health conditions that negatively affect their college experiences. This mixed methods action research study was designed to assess the current level of faculty and staff member’s abilities with respect to, comfort with, and role in identifying and responding to students who exhibit signs of emotional distress (e.g., anxiety, depression, suicidal ideation). Specifically, this study was designed to evaluate faculty and staff understanding of skills, techniques, and resources that can support them in this work, identify an appropriate professional learning experience (i.e., intervention) to increase the level of comfort in this area, …

Factors Influencing Faculty Use Of Screencasting For Feedback, Berlin Fang

Electronic Theses and Dissertations

This study explored faculty concerns in using screencasting to give feedback, why they choose to adopt it, and what training and support would benefit them in the adoption of such a method. This is a single embedded case study using a stages of concern questionnaire, semistructured and open-ended interviews, as well as media comment reviews as data collection methods. Some 21 professors from a southwestern private university participated in the research, representing 51 potential participants who have been exposed to screencasting for feedback through software ownership, training, or coaching. After the completion of this questionnaire, 16 participants were interviewed in …

Thrive: Success Strategies For The Modern-Day Faculty Member, Linda M. Love, Audrey E. Nelson, Lea Pounds, Tammy Webster, Sarah B. Mcbrien, Sara E. Bills, University Of Nebraska Medical Center Faculty Development, Heidi Keeler, Melissa Diers, Tiann Colwell, Beth Culross, Kirsten Curtis, Missy Ofe Fleck, Susan Wilhelm, Gregory Bennett, Analisa Mcmillan, Kristen Cook, Jessica Downes, Faye L. Haggar, Geoffrey Talmon, Tanya M. Custer, Russell Buzalko, Judy Neville, Ron Shope, Kelly Swoboda, Suhasini Kotcherlakota, Jennifer Larsen, Abbey Fingeret, Sheila Ellis, Chad Branecki, Jasmine Riviere Marcelin, Martina A. Clarke, Teresa L. Hartman, Michael Kozak, Steven P. Wengel, Yun Saksena, Jeffrey P. Gold, Rowen K. Zetterman, Kim Michael, Kate Wampler, Elizabeth Beam, Victoria Kennel, Sasha K. Shillcutt, H. Dele Davies, Kari Simonsen, Katherine Bravo, Jennifer K. Kallio, T.J. Welniak, Stacy Werner, Betsy J. Becker

Books: Faculty Development

The THRIVE collection is intended to help faculty thrive in their roles as educators, scholars, researchers, and clinicians. Each section contains a variety of thought-provoking topics that are designed to be easily digested, guide personal reflection, and put into action. Please use the THRIVE collection to help:

• Individuals study topics on their own, whenever and wherever they want
• Peer-mentoring or other learning communities study topics in small groups
• Leaders and planners strategically insert faculty development into existing meetings

Faculty identify campus experts for additional learning, grand rounds, etc. If you have questions or want additional information on a topic, simply …

Adjunct Faculty Training, Monitoring And Evaluation At The Department Level, John Griffith

Academic Chairpersons Conference Proceedings

Improve the learning experience for students by improving performance of adjunct faculty. Learn the strategies and tools used by an award winning university to support adjunct faculty by:

- Effective selection and faculty development

- Departmental support at the course level

- Providing effective mentoring and feedback

The Changing Role Of The Department Chair, Dean Ann Tate, Kim Delauro Dr., Dawn Eaton Dr.

Academic Chairpersons Conference Proceedings

At San Jacinto College, the department chair role has changed significantly from the traditional model. Expanded to a twelve-month position, chairs commit to coaching faculty, engaging in strategic initiatives, and other special projects designed to improve student success. Benefits of enhanced supervision, strategic planning, and innovative projects will be discussed.

Faculty Perceptions Of Effectiveness And Impact Of Professional Development For Teaching, Research, And Service, Claudia Vela

Theses and Dissertations

The purpose of this explanatory mixed methods study was to examine faculty perceptions of effectiveness and impact of professional development for teaching, research, and service in a higher education institution in South Texas. This study provided quantitative and qualitative data from 165 faculty members from a Hispanic Serving Institution in South Texas. Participants in this research consisted of tenured 56.9% (n = 95) and tenure-track 41.1% (n = 69) faculty members who taught in different departments in the colleges of Health Affairs, Sciences, Liberal Arts, Engineering and Computer Sciences, Business and Entrepreneurship, and Education and P-16 Integration. The …

Re-Imagining A Learning Program For New Faculty: An Opportunity To Enhance Institutional Capacity, Carol A. Appleby

The Dissertation-in-Practice at Western University

This case study of one Ontario, mid-sized community college explores collaborative leadership processes and practices to shift the structure and conceptualization of a learning program for newly hired faculty members from a prescribed, linear model to a self-directed, multi-modal program. Examining organizational structure, institutional culture, adult learning theory, and systems thinking, the question, how can a professional development program best support new faculty in their teaching practice and new role, is addressed. The Change Path Model, grassroots and relational leadership practices are strategies utilized to guide the process for change. A distributed leadership approach is advocated to share decision making, …

Analyzing The Effect Of Individual Factors And Organizational Context On Faculty Participation In Online Teaching, Deborah F. Miller

Deb Miller

This quantitative study analyzed the influence of individual factors and institutional context on faculty participation in online teaching at public higher education institutions in the United States. Through an ex post facto design, cause and effect relationships were explored using statistical analysis of a large national data set. Variables in the data set directly related to the areas of interest in this study included interest in teaching, student-centered pedagogy, autonomy and control, instructional support, and institutional climate. Factors related to interest in teaching and institutional reward were statistically significant (p

A Comprehensive, Tailored Approach To New Faculty Mentoring, Kathryn L. Hope

Academic Chairpersons Conference Proceedings

The presenters will discuss the best practices in the development of a comprehensive mentoring plan for new faculty that address teaching, service, research, and practice. A case study and discussion will address how to develop and tailor a mentoring plan according to faculty role, rank, education, and experience.

Turning The Titanic: Reshaping Departmental Culture As A New Chair, Catherine S. Webster

Academic Chairpersons Conference Proceedings

Although Chairs may possess great latitude in their departmental leadership, changing the culture of a department requires effort and planning. This session will discuss how a new chair increased transparency, initiated faculty development opportunities, and led by example to expand shared governance and increase faculty morale.

Case Studies In Mentoring Community College Faculty, Markus Pomper, Kathy Arcangeli, Jala Daniel

Academic Chairpersons Conference Proceedings

This interactive session explores ways in which an academic division at a community college developed a program of faculty development and evaluation. We will discuss teaching evaluations for faculty, mentoring in preparation for tenure, and the support system provided to mentors.

Cultivating Future Leaders: Faculty Leadership Seminar At Clermont College, Kim Jacobs-Beck

Academic Chairpersons Conference Proceedings

Like many universities, ours faced the challenge of needing to cultivate future department chairs and other academic leaders. Current department chairs developed a leadership seminar, a year-long series of workshops and roundtables discussions for faculty from every department. The seminar alternates with a broader-based, informal leadership discussion series.

Students And Faculty Indivisible: Crafting A Higher Education Culture Of Flourishing, Eileen K. Camfield

University of the Pacific Theses and Dissertations

This dissertation is comprised of three separate articles addressing related issues central to the culture and future of higher education. The questions that animate the investigations are: In what ways is writing self-efficacy forged in the learning relationships between student and instructor? In what ways, if any, do traditional assessment practices impact student development? In what ways, if any, does institutional culture shape faculty identity, and what is gained or lost in the process? These queries stem from concerns about possible disconnects between visions of higher education's potential and actual practices in the classroom. The dissertation uses grounded theory to …

Making An Im:Pact By Partnering With Faculty, Donalee Attardo, Pat Reid

IMPACT Presentations

IM:PACT is a centrally supported program that encourages faculty innovation in the redesign of large-enrollment courses at Purdue University. In two years, IM:PACT has seen the participation of 61 faculty, representing 49 courses and 11 colleges. FLC (faculty learning community) sessions lead faculty through the course redesign process, focusing on creating student-centered learning and leveraging instructional technology. Faculty work closely with design teams comprising staff from the academic technologies division of the central IT organization (ITaP), the Center of Instructional Excellence (CIE), and Libraries. This presentation explored how to begin a similar program at their own institution. Presented at the …

Lateness: A Major Problem Confronting School Administrators In Delta State, Nigeria, Famous Dafiaghor

Academic Leadership: The Online Journal

Amongst other components of any organisation, human beings are the most difficult to manage. Folks pose the most problems to administrators any where in the world, not excluding school organisations as learning factories in Delta State, Nigeria. Many authors have posited as a matter of fact that it is easier to manage the financial and material components of any organisation than to manage the human component. They insinuate that “it is easier to manage even animals than to manage human beings” (Nakpodia, 2006; Peretomode, 1991; Peretomode, 2001; Ubogu, 2004; Emore, 2005; Ukoshi, 2004). Thus, in the school system, the school …

The Hbcu Versus The Pwi Write On Site: Considering Faculty Outcomes, Dannielle Davis, Lawanda Edwards

Academic Leadership: The Online Journal

The phrase “publish or perish” has become a mantra in research oriented academic settings, reflecting a form of academic Darwinism for tenure and promotion decisions heavily influenced by publication records. This is compounded by the fact that some new academics view the three primary components of faculty work: teaching, research and service, singularly and in isolation as opposed to integrated tasks (Boice, 2000). Writing groups may offer a strategy for faculty developers and other administrators interested in ameliorating these potential challenges via programs geared toward increasing faculty writing productivity. The following reviews literature related to faculty writing groups and describes …

How To Recruit And Retain Bilingual/Esl Teacher Candidates?, Zulmaris Diaz, Lakshmi Mahadevan

Academic Leadership: The Online Journal

The student population in the United States is rapidly changing; in 2004-2005, approximately 5.1 million or 10.5 percent of the U.S. student population were English-language learners (Pearson, 2006). The National Center for Educational Statistics (NCES, 2003) revealed that 47 states provide English language services to English language learners (ELLs) enrolled in public schools. California alone educates 1.6 million ELLs, one-third of all the nation’s ELLs, while in Texas more than half a million students received ELL services, one in seven students (NCES). The problem is that a great number of these students are being served by teachers new to the …

Redefining Faculty Workloads In A Physical Therapy Department: A Case Study, Douglas C. Keskula, Shelley Mishoe, Elizabeth T. Wark

Community & Environmental Health Faculty Publications

The purpose of this case study is to describe the creation and implementation of a sustainable workload model in the physical therapy department, as well as the outcomes resulting from that structure. Between 2002 and 2009, both scholarly productivity and faculty practice activity increased as a result of the redistribution of faculty efforts created by the new workload structure. This case demonstrates how the department has been able to successfully expand research and faculty practice while maintaining a high quality educational experience. The workload guidelines have enabled the collective core faculty to be productive in teaching, research/scholarship and service.;

Evaluation Of A Trustees Leadership Academy At The Medical University Of South Carolina, Elizabeth Pilcher, Kelly Ragucci, Jennie Arial, Monica Cayouette

Academic Leadership: The Online Journal

Developing leaders in academic medicine has become a priority for many academic health science centers. The increased need for these leaders as well as the desire of individuals on such campuses to enhance their skills in teaching, research and leadership is driving the increase in faculty development programs.