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Full-Text Articles in Higher Education
A Professional Development Program For Science Adjunct Faculty: The Mentoring-Learning Community (Mlc), Linda B. Purvis, Jason D. Lang, Julie A. Luft
A Professional Development Program For Science Adjunct Faculty: The Mentoring-Learning Community (Mlc), Linda B. Purvis, Jason D. Lang, Julie A. Luft
Georgia Journal of Science
Institutions of higher education have become increasingly dependent on adjunct faculty. These faculty members are often unfamiliar with current teaching strategies emphasizing an active learning approach. To support science adjunct faculty in learning about active learning, a professional development program was designed and implemented by the authors of this study, the Mentoring-Learning Community. The Mentoring-Learning Community program design was informed by literature regarding the use of professional development programs that focused on adjunct faculty. To determine the impact of this program, participants in the Mentoring-Learning Community were observed and interviewed over one semester. Mentoring-Learning Community participants transformed through all three …
Antiracist Teaching Self-Efficacy: A Case Study Needs Analysis, Elizabeth Harsma, Beth Beschorner, Justine Schultz
Antiracist Teaching Self-Efficacy: A Case Study Needs Analysis, Elizabeth Harsma, Beth Beschorner, Justine Schultz
Reports
There is an urgent need to address racial inequity in higher education. As teaching in higher education continues to adopt technology, virtual learning spaces become sites for enacting anti-oppressive teaching methods. In the context of offering teaching with technology professional development, the current study sought to better understand equity-focused professional development needs through the lens of antiracist teaching self-efficacy. In this holistic single case study, investigators analyzed secondary data from an anonymous racial equity needs analysis survey and de-identified focus group notes. Descriptive statistics and qualitative analysis examined perceived confidence level, barriers, and needs related to implementation of antiracist teaching …
Teacher Inquiry: A Catalyst For Professional Development, Divonna Stebick, Jonathan Hart, Lauren Glick, Jaime Kindervatter, Jenna Nagel, Cathy Patrick
Teacher Inquiry: A Catalyst For Professional Development, Divonna Stebick, Jonathan Hart, Lauren Glick, Jaime Kindervatter, Jenna Nagel, Cathy Patrick
Networks: An Online Journal for Teacher Research
Teachers seek and require meaningful professional development opportunities to truly grow in the profession. Teacher inquiry, or teacher research, is one way to accomplish professional development goals. Teacher inquiry is thought of as individualized, personalized, and meaningful professional development (Cochran-Smith & Lytle, 1999). In this paper we articulate the learning of a cohort of certificated professionals engaged in a year-long project that included asking research questions, designing data collection tools, and developing an independent study to examine their questions. Nine certificated professionals participated in the year-long project representing various grade levels and experiences. Data was collected through teacher reflections and …
An Exploration Of Black Women Faculty Members' Faculty Development And Career Advancement Experiences Within A Pwi, Monica N. Guient
An Exploration Of Black Women Faculty Members' Faculty Development And Career Advancement Experiences Within A Pwi, Monica N. Guient
LSU Doctoral Dissertations
At a large, research-intensive, predominantly White university, in this qualitative case study, Black women faculty members’ experiences with and perceptions of institutionally sponsored faculty development activities in relation to career advancement was explored. The career advancement of faculty members from underrepresented and minoritized populations—particularly Black women—is ultimately impacted by the racialized and gendered disparities among tenure-track and tenured professors in research, service, and teaching. Unique to this study is the exploration of how Black women faculty members experience the human resource development practice of faculty development while also gathering information from the institutional leaders who oversee and guide institutionally sponsored …