Faculty development for the 21st century (original) (raw)

A Comprehensive Approach to Faculty Development

American Journal of Pharmaceutical Education, 2006

The purpose of this report was to describe the development, implementation, and outcomes from 3 complementary programs to facilitate the development of faculty members. The Faculty Development Committee (FDC) at the University of Tennessee developed 3 new complementary programs: the Individual Faculty Development Program to encourage faculty members to assess and identify their own specific developmental needs; the Seed Research Grant Program to fund scholarly activities by faculty; and the Technology Support Program to foster financial support of technology upgrades crucial for meeting the research, education, and service needs of faculty members. Eighteen faculty members participated in the Individual Faculty Development Program during the first 2 academic years and all provided positive feedback about their experiences. The Seed Research Grant Program funded 6 projects during its inaugural year. Limited outcome data from these 2 programs are extremely favorable relative to grant submissions and publications, and enhanced educational offerings and evaluations. The Technology Support Fund was initiated in the 2005-2006 academic year. The 3 faculty development programs initiated are offered as examples whereby faculty members are given a high degree of self-determination relative to identifying programs that will effectively contribute to their growth as academicians. Other colleges of pharmacy are encouraged to consider similar initiatives to foster individual faculty development at this critical period of growth within academic pharmacy.

A Critical Appraisal of and Recommendations for Faculty Development

American Journal of Pharmaceutical Education, 2011

The 2009-2010 American Association of Colleges of Pharmacy (AACP) Council of Faculties Faculty Affairs Committee reviewed published literature assessing the scope and outcomes of faculty development for tenure and promotion. Relevant articles were identified via a PubMed search, review of pharmacy education journals, and identification of position papers from major healthcare professions academic organizations. While programs intended to enhance faculty development were described by some healthcare professions, relatively little specific to pharmacy has been published and none of the healthcare professions have adequately evaluated the impact of various faculty-development programs on associated outcomes.

Multiple approaches to faculty development:How to play the game with the cards you’ve been dealt

2014

This paper considers three common approaches, or faculty development models, depending on teaching delivery (face-to-face, hybrid, and distance delivery). It also describes the support strategies that succeed with these models. The paper proposes faculty development occurs in a sequence from face-to-face support to distance delivery. The paper develops these models based on three variables: faculty expertise, the timeplace dimension, and the Faculty/Designer ratio. Finally the article describes support strategies to meet the needs of varying Faculty/Designer scenarios.

Future Goals and Actions of Faculty Development

2017

This paper has demonstrated that there is a vital role for campus teaching and learning centers to play in a fluctuating educational landscape, and encourages the collection of more systematic and meaningful assessment data to demonstrate the contribution and future value of this work. Changing demographics, the galvanizing effect of information technologies, dwindling resources, and what we continue to learn about learning all impact the daily work of the campus. The synergy between faculty, faculty development, and student learning can drive institutional culture in promising ways. Faculty development, done well, is adaptive, and designed to instigate expert learning and stimulate student success. The best faculty development assumes faculty can improve their teaching practice (and seek to do so), and strengthens faculty capacity to improve student learning outcomes. Equally encouraging, teaching centers that can productively engage a majority of faculty in teaching development can establish a campus culture of teaching excellence.

Faculty Development Advancements–Lessons Learned in a Time of Change

Medical Science Educator, 2022

Faculty development (FD) activities at colleges of medicine shifted to virtual in March 2020 as the coronavirus pandemic limited in-person engagement. Medical schools delivered quality virtual faculty development (VFD) through accessing national and international experts virtually, improving faculty access to FD through recorded sessions, collaborating across institutions, and building on previous success as comfort with virtual platforms grew. Disruptive innovation and Keller's ARCS model, highlighting motivational concepts of attention, relevance, confidence, and satisfaction, guided nine faculty developers' reflections towards continuous quality improvement of VFD offerings. The convenience and low-cost availability of virtual activities mean this format will likely persist.

9: Preparing Today's Faculty for Tomorrow's Students: One College's Faculty Development Solution

To Improve the Academy, 2001

Florida, hascreated afaculty development program underwritten for the pastfive years by a US Department of Education Title /II Strengthening Institutions Grant. Ourprogram rose from a deliberate desire to buildactive, collaborativefaculty teams that would, in turn, buildactive, collaborative classrooms; our results demonstrate thatfaculty development programs based onobservable and measurable outcomes can positively af .feet student academic performance and persistence. This essay details this faculty development project.