Communicating a New Model: Learner-Centered Strategies in Faculty Development (original) (raw)
Despite what is known about the value of active learning, it is still possible to experience a lecture-based presentation in many professional development venues. The author suggests that a contributing factor may be that facilitators have not transferred their knowledge of learning to the context of faculty development. A proposed workshop is used to illustrate how learning principles can be embedded in faculty instruction. The model itself covers transfer as its content and specifically utilizes pedagogies demonstrated to promote transfer. The article’s aims are to model deep learning approaches, develop more reflective education development professionals, and contribute to a shared vision of effective professional development practices.
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