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Full-Text Articles in Education
Transforming Departmental Culture: Empowering A Department Through Appreciative Inquiry, Symphony D. Oxendine, Kerry K. Robinson, Michele A. Parker
Transforming Departmental Culture: Empowering A Department Through Appreciative Inquiry, Symphony D. Oxendine, Kerry K. Robinson, Michele A. Parker
To Improve the Academy: A Journal of Educational Development
This article outlines an appreciative inquiry (AI) into a departmental professional development process and describes the resulting implementation of an appreciative peer evaluation meeting as one part of the new professional development process. Using AI, a departmental faculty development committee sought to re-envision the professional development process. Also, the authors discuss how using AI can result in positive impacts for culture change and how the model for peer evaluation can promote both individual and collective development of faculty.
Caring For Our Communities Of Practice In Educational Development, Christopher V. H.-H. Chen, Katherine Kearns, Lynn Eaton, Darren S. Hoffmann, Denise Leonard, Martin Samuels
Caring For Our Communities Of Practice In Educational Development, Christopher V. H.-H. Chen, Katherine Kearns, Lynn Eaton, Darren S. Hoffmann, Denise Leonard, Martin Samuels
To Improve the Academy: A Journal of Educational Development
Given the backdrop of multiple concurring crises—a global pandemic, political instability and violence, and multiple structural inequalities—we see the problem of now as this: How do educational developers continue to address the wicked problems in teaching and learning when we are simply so exhausted? Our article presents the importance of communities of practice for educational developers, inviting us to witness and name the communities in which we belong; the important functions they engage; who they nurture and how; and what care is undertaken to sustain these groups and ourselves. To help educational developers understand and appreciate the ways that communities …
The Impact Of Culture On Learning Transfer In Burkina Faso And Ghana, Corinne Brion
The Impact Of Culture On Learning Transfer In Burkina Faso And Ghana, Corinne Brion
Educational Leadership Faculty Publications
Culture is a predominant force in people’s lives that impacts learning and thus culture influences learning transfer. Because working across nations has become the norm and every year billions of dollars are spent on professional learning around the world, it is crucial for organisations to understand the role culture plays in the learning transfer process. Using a multidimensional model of learning transfer and the six dimensions of national culture model as conceptual frameworks, this qualitative study used a case study approach to examine the impact of culture on learning transfer in Burkina Faso and Ghana, West Africa. Interviews were conducted …
The Centrality Of Cultural Considerations In Facilitating Training For Adults, Corinne Brion
The Centrality Of Cultural Considerations In Facilitating Training For Adults, Corinne Brion
Educational Leadership Faculty Publications
Teaching and learning are social and cultural activities. Across cultures people have different ways of communicating, interacting, and learning. Consequently, learning may not occur without understanding the role national cultures play on organizing and facilitating training events. This study is part of a larger study that took place over a period of six years, from 2013 to 2019, in West Africa. Using Hofstede et al., (2010) Six Cultural Dimensions model as a conceptual framework, this paper sought to examine the extent to which factors of national culture influences the facilitation of professional learning among school principals in two West African …
In Search Of Silver Linings: Strategies For Preparing Future Faculty During The Covid-19 Pandemic, Tazin Daniels, Elizabeth Bailey, Anoff Nicholas Cobblah
In Search Of Silver Linings: Strategies For Preparing Future Faculty During The Covid-19 Pandemic, Tazin Daniels, Elizabeth Bailey, Anoff Nicholas Cobblah
To Improve the Academy: A Journal of Educational Development
In this article, we describe our experience as a racially and disciplinarily diverse, relatively junior program team who embraced the opportunity to transform a 20-year-old professional development seminar for graduate students into a remote offering in response to COVID-19. Our efforts to support our participants and champion an institutional move toward equitable and effective virtual programming are situated alongside the psychological tolls of remote work, a global health crisis, and ongoing racial violence across the United States. We recount our experience using, as a helpful metaphor, Lewin’s change model, which describes the process of “unfreezing,” “changing,” and “refreezing” long-standing assumptions …
Leading, Energizing, And Developing Staff Through Times Of Change, Carol A. Watson, June Liebert, Jane Sánchez, Austin Martin Williams
Leading, Energizing, And Developing Staff Through Times Of Change, Carol A. Watson, June Liebert, Jane Sánchez, Austin Martin Williams
Presentations
The nature of library work is changing. New technology, user preferences, tighter budgets, and new expectations have meant that libraries have altered and adapted the way they provide resources and services. While these changes have brought many benefits to library users, innovations in how libraries provide resources and services often have long-term implications on the skills needed from librarians and staff. Now more than ever, it's important to communicate to staff about the future of their work and their roles in the library, and to provide them with the development and training they need to transition into new roles. "Where …
Good To Great In Educational Development, Bruce Kelley
Good To Great In Educational Development, Bruce Kelley
To Improve the Academy: A Journal of Educational Development
We have been asked to describe One Thing that guides us as educational developers. For me, this is the strategic planning process described in Jim Collins’ Good to Great (2001). Collins provides a model that helps leaders navigate through change to build effective and influential centers. This framework has allowed me to develop a successful center despite periods of transition and uncertainty. Much of what I experience in my professional life is good. The challenge is to take it to the next level—to turn good into great. Collins’ strategic model provides a roadmap for how this might be accomplished.
A Minimalist Model Of New Faculty Mentoring: Why Asking For Less Gives More, Heather Lobban Viravong, Mark Schneider
A Minimalist Model Of New Faculty Mentoring: Why Asking For Less Gives More, Heather Lobban Viravong, Mark Schneider
To Improve the Academy: A Journal of Educational Development
We describe a research-based mentoring program for new full-time faculty at a small residential college, which emphasizes the empowerment of the new faculty themselves to identify and obtain the resources they need for success. In our model, the mentor takes on a role of primarily providing accountability, easing the burden on mentors, thereby making for a more sustainable program. Our mixed methods assessment of the program suggests that, paradoxically, these lessened expectations foster closer personal relationships between mentor and protégé than might have occurred if that were a programmatic expectation.
Mentoring Graduate Student Staff In A Center For Teaching And Learning: Goals And Aligned Practices, Kristin Rudenga, Joseph Lambert
Mentoring Graduate Student Staff In A Center For Teaching And Learning: Goals And Aligned Practices, Kristin Rudenga, Joseph Lambert
To Improve the Academy: A Journal of Educational Development
Graduate student staff (GSS) positions, commonly used in centers for teaching and learning (CTL) to expand capacity and extend disciplinary connections on campus, also offer the potential for a meaningful developmental experience for the students who fill them. Drawing on the literature on graduate student mentorship, we lay out goals and aligned practices to inform the mentoring of GSS in CTL aimed at advancing their pedagogical, professional, and personal development. Such deliberate attention to mentoring in a CTL context can enhance the experience and development of the GSS themselves, as well as improve the work of the CTL.
Learning Transfer: The Missing Link To Learning Among School Leaders In Burkina Faso And Ghana, Corinne Brion, Paula A. Cordeiro
Learning Transfer: The Missing Link To Learning Among School Leaders In Burkina Faso And Ghana, Corinne Brion, Paula A. Cordeiro
Educational Leadership Faculty Publications
Every year, billions of dollars are spent on development aid and training around the world. However, only 10% of this training results in the transfer of knowledge, skills, or behaviors learned in the training to the work place. Ideally, learning transfer produces effective and continued application by learners of the knowledge and skills they gained through their learning activities. Currently, there is a limited body of research examining the factors that hinder and promote learning transfer in professional development, particularly the professional development of school leaders in developing countries. This qualitative exploratory study sought to address the gap in the …
Evaluating Centers For Teaching And Learning: A Field-Tested Model, Susan R. Hines
Evaluating Centers For Teaching And Learning: A Field-Tested Model, Susan R. Hines
To Improve the Academy: A Journal of Educational Development
This paper provides a program evaluation model, along with field-testing results, that was developed in response to the need for an evaluation model able to support systematic evaluation of teaching and learning centers (CTLs). The model builds upon the author’s previous studies investigating the evaluation practices and struggles experienced at 53 CTLs. Findings from these studies attribute evaluation struggles to contextual issues involving evaluation capacity, ill- structured curricula, and ill-conceived evaluation frameworks. This field-tested Four-Phase Program Evaluation Model addresses these issues by approaching evaluation in a comprehensive manner that includes an evaluation capacity analysis, curricular conceptualization, evaluation planning, and plan …
Oasa Program-Level Assessment Workshop 05.10.16, Uno Office Of Academic And Student Affairs
Oasa Program-Level Assessment Workshop 05.10.16, Uno Office Of Academic And Student Affairs
Student Learning
Agenda for Chairs/Directors Professional Development Workshops, Tuesday, May 10th & Wednesday, May 11th 2016.
Developmental Stages Of New Graduate Student Instructional Consultants: Implications For Professional Growth, Mary C. Wright, Laura N. Schram, Kristen S. Gorman
Developmental Stages Of New Graduate Student Instructional Consultants: Implications For Professional Growth, Mary C. Wright, Laura N. Schram, Kristen S. Gorman
To Improve the Academy: A Journal of Educational Development
Effective consulting is a key skill for educational developers. Although most educational developers are new to the field, there is limited research about how new practitioners develop consulting skills. The key research question this study explores is: How do new graduate teaching consultants develop as practitioners? This study empirically applies several “classic” models of consulting to better understand new consultants’ perceived development of expertise, preferred consulting approaches, and reflection about them. The findings are generally confirmatory of the ways that classic frameworks map onto the development of consultants. They also suggest greater attention to supporting new consultants beyond “getting started,” …
Naspa’S New Professionals Institute: Exploring The Personal And Professional Impact Of A Two-Day, Intensive Professional Development Experience, Ashley Stone
Department of Educational Administration: Dissertations, Theses, and Student Research
Professional development experiences, like professional development literature, are vast. While existing professional development literature discussed the needs for and barriers toward professional development as well as the benefits and types of professional development experiences, no research existed about NASPA Student Affairs Administrators in Higher Education’s (NASPA) New Professionals Institute (NPI), an intensive, two-day leading professional development experience for student affairs professionals who have been in the field for less than five years. Therefore, I conducted a phenomenological qualitative study, which explored the meanings NASPA’s Region IV-West NPI participants made of their two-day professional development experience as well as the personal …
Benefits Of Continuing Professional Development In The Visual Communications Sector In Ireland, Con Kennedy
Benefits Of Continuing Professional Development In The Visual Communications Sector In Ireland, Con Kennedy
Other resources
This research is concerned with identifying the benefits of Continuous Professional Development for the Visual Communications sector in Ireland, with the aim of establishing what benefits exist for both the employee and employer. Research is undertaken to identify CPD programmes that currently exist in other industries in Ireland for the purpose of establishing commonalities and how this may apply to the Visual Communications sector. This is achieved through a combination of literature review, desk research, surveys of employees and employers in the Visual Communications sector and a number of semi-formal interviews with representatives from various industry sectors with established CPD …
Continuing Teacher Professional Development In Post-Soviet Kyrgyzstan, Rahat Joldoshalieva
Continuing Teacher Professional Development In Post-Soviet Kyrgyzstan, Rahat Joldoshalieva
Institute for Educational Development, Karachi
After the collapse of the USSR, Kyrgyzstan became an independent Central Asian state in 1991. Since its independence, there have been enormous changes in the political, social and economic life of the young state, which strives to become a democratic and aspiring market-oriented economy. Its education system has also begun experiencing changes. However, most of the reforms brought in this area continue to be short-term and ever-changing. Economic hardship does not allow the continuation of the previously state-funded teacher retraining system, which further creates deteriorating quality education in the schools. On one hand, the country continues to follow the Soviet …
The Professional Development Of Academic Librarians: How Should Institutions Contribute To The Process?, Gregory A. Smith
The Professional Development Of Academic Librarians: How Should Institutions Contribute To The Process?, Gregory A. Smith
Faculty Publications and Presentations
Professional development is universally recognized in education and librarianship as imperative for ongoing effectiveness. Most—though not all—academic libraries support professional development through financial assistance and release time. However, while funding and release time are necessary to professional growth, they are not sufficient. The role of the leader as a steward of organizational culture suggests that academic library administrators should concern themselves with fostering an environment conducive to their subordinates’ professional development. Innovative professional development programs in place at a number of academic libraries stand as a corrective to the seemingly haphazard practices of many libraries and librarians. Further research on …
Increasing The Angle Of Educational Reform In Pakistan: Through Professional Development, Nilofar Vazir, Alan Wheeler
Increasing The Angle Of Educational Reform In Pakistan: Through Professional Development, Nilofar Vazir, Alan Wheeler
Institute for Educational Development, Karachi
This paper documents the development of a “grassroots” teacher professional development model from Pakistan and region designed around three critical aspects: (a) the impact on classroom teaching and learning, (b) the provision for capacity building, and (c) a mechanism for ongoing support and sustainability. The development and evolution of the innovation is presented in terms of three stages designed to increase the angle of educational reform through total school improvement. The implications of the model as a promising prototype are discussed in relation to the wider professional development needs of teachers in the developing world.
The Impact Of A Professional Development Program: Case Study From Pakistan, John Retallick, Shahzad Mithani
The Impact Of A Professional Development Program: Case Study From Pakistan, John Retallick, Shahzad Mithani
Institute for Educational Development, Karachi
In the context of a developing country with enormous problems in the quality of school education for the majority of children, this article seeks to reveal some insights into the impact of one teacher development program in two schools. The Advanced Diploma in School Management (ADISM) program was conducted by the Aga Khan University, Institute for Educational Development in Karachi, Pakistan, where there is increasing interest in studying the impact of all programs. An action research method was employed to develop case studies of two program graduates as they sought to bring change to their schools based on strategies of …