The Breadth of Current Faculty Development E-Book

• Herausgeber: John Wiley & Sons
• Kategorie: Bildung
• Serie: J-B TL Single Issue Teaching and Learning
• Sprache: Englisch

Seitenzahl: 205

Veröffentlichungsjahr: 2013

Beschreibung

With pedagogical philosophy and practice changing significantly,faculty development has become much more important. Each chapter in this volume identifies particular areas ofopportunity, and although the authors recognize that not everyinitiative suggested can be implemented by allinstitutions--circumstances such as institutional mission,available resources, and governance issues will dictatethat--it is their hope that every reader will be able to gleandetails that might provide a spark or fan a flame on campus. Aseducators themselves, McKee, Johnson, Ritchie, and Tew invite youto consider the challenges, explore the possibilities, and jointhem on the journey. This is the 133rd volume of this Jossey-Bass highereducation series. New Directions for Teaching andLearning offers a comprehensive range of ideas andtechniques for improving college teaching based on the experienceof seasoned instructors and the latest findings of educational andpsychological researchers.

Leseprobe

Table of Contents

Title page

Copyright page

FROM THE SERIES EDITOR

About This Publication

About This Volume

EDITORS’ NOTES

Chapter 1: Setting the Stage for Teaching and Learning in American Higher Education: Making the Case for Faculty Development

Introduction

From “Chalk and Talk” to “Point and Click”

From the Trivium to Career Preparation

From In Loco Parentis to Living and Learning Communities

From Ivy-Covered Walls to Corporate America

Conclusion

Chapter 2: Professional Development of the Faculty: Past and Present

Introduction

Past Research

Comparison of Selected Research Findings

Conclusion

Chapter 3: Cocreating Value in Teaching and Learning Centers

Introduction

The Notion of Value and How It Can Be Cocreated

Describing Cocreation of Value Applied to Faculty Development Work

Creating a Value-Centered TLC

A Future Look at Cocreation of Value through TLCs

Conclusion

Chapter 4: Creating a Culture of Appreciation for Faculty Development

Introduction

From the Governing Board: A Board/Trustee’s View for Fostering a Campus-wide Culture of Faculty Development

From the President: A Chief Executive’s View for Fostering a Campus-wide Culture of Faculty Development

From the Chief Financial Officer: A Business Manager’s View for Fostering a Campus-wide Culture of Faculty Development

Conclusion

Chapter 5: Innovative Ways of Assessing Faculty Development

Introduction

Theoretical Perspective on Assessment

Why Is the Assessment Necessary?

What Is the Scope of the Assessment?

What Information Needs to Be Collected?

How Can the Desired Information Be Collected?

An Alternative Assumption and Strategy

What Is the Best Way to Present the Results?

General Issues about the Overall Assessment Process

Closing Comment

Chapter 6: Virtual Space (E-Learning) Faculty Development

Introduction

Forming Your Constituent Group—Above All, Establish Trust

Overcoming Challenges: Choose Trust, Persistence, and Openness as Your Guiding Principles

Diversifying Assessment Methods: Model Best Practices of Online Learning through Diversifying Assessment Types

Requiring (and Acting On) Feedback: If You Do Not Know Where You Have Been, How Do You Know Where You Are Going?

The Holy Grail: Metrics—Is There a More Sound Method to Gauge the Program’s Effectiveness?

Conclusion

Chapter 7: Clarifying the Differences between Training, Development, and Enrichment: The Role of Institutional Belief Constructs in Creating the Purpose of Faculty Learning Initiatives

Introduction

Belief Constructs

Core Reflection

Conclusion

Chapter 8: The Future of Faculty Development: Where Are We Going?

The Context for the Future of Faculty Development

Implications of the Changing Environment for Faculty Development

Managing Multiple Roles and New Responsibilities

Integrating Technology into Teaching, Learning, and Research

Implications for Structures and Processes of Faculty Development

Implications for the Profession of Faculty Development

INDEX

THE BREADTH OF CURRENT FACULTY DEVELOPMENT: PRACTITIONERS’ PERSPECTIVES

C. William McKee, Mitzy Johnson, William F. Ritchie, W. Mark Tew (eds.)

New Directions for Teaching and Learning, no. 133

Catherine M. Wehlburg, Editor-in-Chief

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FROM THE SERIES EDITOR

About This Publication

Since 1980, New Directions for Teaching and Learning (NDTL) has brought a unique blend of theory, research, and practice to leaders in postsecondary education. NDTL sourcebooks strive not only for solid substance but also for timeliness, compactness, and accessibility.

The series has four goals: to inform readers about current and future directions in teaching and learning in postsecondary education, to illuminate the context that shapes these new directions, to illustrate these new directions through examples from real settings, and to propose ways in which these new directions can be incorporated into still other settings.

This publication reflects the view that teaching deserves respect as a high form of scholarship. We believe that significant scholarship is conducted not only by researchers who report results of empirical investigations but also by practitioners who share disciplinary reflections about teaching. Contributors to NDTL approach questions of teaching and learning as seriously as they approach substantive questions in their own disciplines, and they deal not only with pedagogical issues but also with the intellectual and social context in which these issues arise. Authors deal, on the one hand, with theory and research, and on the other with practice, and they translate from research and theory to practice and back again.

About This Volume

Effective teaching usually precedes effective learning and if higher education is going to continue to improve, there must be a focus on continuous enhancement of the teaching process. This is often called faculty development, and it is becoming an essential part of any college or university. The authors of this volume come from a wide variety of institutions and disciplines. Thus, this volume focuses on the various perspectives of faculty development practitioners who are working to improve student learning by working directly with faculty and their teaching. Readers of this volume will find particular areas of opportunity to enhance the development of their own teaching and that of their fellow faculty.

Catherine WehlburgEditor-in-Chief

EDITORS’ NOTES

Working Definition: Faculty development entails many forms of organized support to help faculty members mature as teachers, scholars, and citizens of their campuses, professions, and broader communities, especially as these processes pertain to enhancing student learning outcomes.

Adapted from the landmark publication Creating the Future of Faculty Development: Learning from the Past, Understanding the Present by Sorcinelli, Austin, Eddy, and Beach (2006, xiii), the preceding working definition was used as the underlying theme of each of the chapters of this publication of New Directions in Teaching and Learning. By allowing an appropriate breadth to those events that are designed to achieve professional development of the faculty, and by placing particular emphasis on those practices that enhance the learning event for students, the editors of this volume seek to provide resources that higher education practitioners can use to improve their institutions and the educational services they render. Furthermore, each chapter has been selected to identify particular areas of opportunities for institutions. The authors recognize not every initiative suggested in this volume can be implemented by all. Circumstances—for example, institutional mission, available resources, governance issues—vary greatly within the scope of American higher education. Yet it is their hope that every reader will be able to glean from these pages particular applicable details that will prove productive in providing a spark or fanning a flame on his or her respective campuses. As fellow educators themselves, McKee, Johnson, Ritchie, and Tew invite you to join the journey.

C. William McKeeMitzy JohnsonWilliam F. RitchieW. Mark Tew

Reference

Sorcinelli, M. D., A. E. Austin, P. L. Eddy, and A. L. Beach. 2006. Creating the Future of Faculty Development: Learning from the Past, Understanding the Present. San Francisco: Jossey-Bass.

C. WILLIAM MCKEE is professor of education and public service management, Cumberland University, Lebanon, Tennessee.

MITZY JOHNSON is associate director of institutional research and effectiveness at Mississippi State University, Starkville, Mississippi.

WILLIAM F. RITCHIE is vice chancellor of academic affairs at Keiser University, headquartered in Fort Lauderdale, Florida.

W. MARK TEW is professor of New Testament and provost at Howard Payne University, Brownwood, Texas.

1

Setting the Stage for Teaching and Learning in American Higher Education: Making the Case for Faculty Development

C. William McKee, W. Mark Tew

This chapter identifies five major shifts in American higher education that are reshaping the necessity of effective, ongoing professional development of the faculty.