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Pub Date: |
2013-00-00 |
Pub Type(s): |
Journal Articles; Reports - Evaluative |
Peer Reviewed: |
Yes |
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Descriptors:
Higher Education; College Faculty; Organizational Development; Organizational Change; Foreign Countries; Faculty Development; Professional Associations; Response Rates (Questionnaires); Teacher Surveys; Context Effect; Accountability; Student Diversity; Technological Advancement; Technology Uses in Education; Interdisciplinary Approach; Teacher Characteristics; Teacher Responsibility; Teacher Role; Technology Integration; Leadership; Educational Administration
Abstract:
Faculty development has been evolving in focus and form over the past five decades. Originally organized around sabbatical leaves, faculty development now offers a wide array of programs and involves a growing body of highly professional, deeply dedicated professionals. As both faculty members and faculty developers with over fifty collective years of experience in higher education in the United States and internationally, the authors believe faculty development is a key strategic lever for ensuring institutional quality and supporting institutional change in higher education. With higher education institutions and the faculty within them facing new challenges and opportunities, what is the future of faculty development? In this article, readers are pointed to innovations in faculty development that are appearing on the horizon, in the context of changes and challenges confronting higher education institutions. Thoughts about the structures and processes in the practice of faculty development that need attention and some of the pressing issues in the field as a profession are shared. This analysis is drawn from the authors' previous research and writing, as well as the work of others, concerning academic work and workplaces, faculty careers, and faculty development. In particular, this article draws substantially on findings from an in-depth study of faculty development professionals in North America. In that study, developers from the United States and Canada who were members of the oldest and largest professional association for faculty development scholars and practitioners in North America, the Professional and Organizational Development (POD) Network in Higher Education, were surveyed. Formed in 1974, POD's membership currently includes faculty developers from some forty countries, with the largest membership in the United States and Canada. From its outset, POD's purpose has been to support improvement in higher education through faculty, instructional, and organizational development activities. In this article, findings of the study are drawn from to highlight the issues that should be addressed through faculty development in the future. A few issues concerning the study require special note. The survey was sent to the full POD mailing list of members (999 names). Completed surveys were received from 494 developers at 300 higher education institutions in the United States and 31 institutions in Canada, resulting in an overall response rate to the survey of 50 percent. Thirty-nine percent of the respondents were men, and 61 percent were women. Understandably, this census of faculty developers does not necessarily represent the scope and proportion of all faculty developers, but it is representative of the membership of the field's largest professional organization in North America.
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Pub Date: |
2010-00-00 |
Pub Type(s): |
Journal Articles; Reports - Descriptive |
Peer Reviewed: |
Yes |
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Descriptors:
Educational Development; Educational Change; Teaching Methods; Models; Higher Education; Researchers; Foreign Countries; Information Technology; Professional Development; Outcomes of Education; Academic Achievement
Abstract:
Educational development, which the authors use to refer to the field of professional and strategic development associated with university and college learning and teaching, can be described in many ways by referring to its different aspects. In this article the authors endeavor to categorize many of the models that have been used to describe educational development over the last thirty-five years. In doing so, they have chosen to situate them within a framework that consists of three broad approaches to educational development: (1) Educational development focused on the individual staff member; (2) Educational development focused on the institution; and (3) Educational development focused on the sector. These three approaches appear to be most useful for categorizing often disparate models of educational development and have elements in common with the work of researchers on several continents. It is likely that many if not most educational development units carry out work in both of the first two approaches, individual and institutional, with many developers switching between the two approaches depending on the context in which they are working; the approaches are not exclusive of one another. The third approach to educational development is a more recent development.
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Pub Date: |
2010-00-00 |
Pub Type(s): |
Journal Articles; Reports - Descriptive |
Peer Reviewed: |
Yes |
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Descriptors:
Educational Development; Higher Education; Global Approach; Organizational Change; Professional Associations; Foreign Countries; Organizational Development; Faculty; Surveys; Career Development; Information Technology
Abstract:
Globalization of higher education is developing at a relentless pace as colleges, universities, and student enrollments burgeon throughout countries in Africa, Asia, Eastern Europe, Latin America, and the Middle East. As a result, educational developers in Australia, Canada, Europe, and the United States, all of which have well-established higher education contexts and educational development programs, are increasingly called on to share and exchange expertise and experience with colleagues in emerging contexts. As faculty members and faculty developers with more than fifty years of collective experience in higher education in the United States and internationally, the authors believe that educational development is a key strategic lever for ensuring institutional quality and supporting institutional change around the globe. They also believe that professional preparation and continued development of practitioners in the field merits attention so that developers can better support faculty and institutions in their efforts to grow and change. In this article, the authors look at several aspects of educational developers' career pathways in a context where educational development has been in place for a number of years. To do so, they draw on findings from an in-depth study of educational development professionals in North America. Specifically, they surveyed developers from the United States and Canada who were members of the oldest and largest professional association for educational development scholars and practitioners in North America, the Professional and Organizational Development (POD) Network in Higher Education. Formed in 1974, POD's membership currently includes educational developers from some forty countries, with the largest membership in the United States and Canada. From the outset, POD's purpose has been to support improvement in higher education through faculty, instructional, and organizational development activities. The authors closely examine the demographics and key dimensions of the career paths of educational developers in the United States and Canada, including their range of titles, positions, and length of time on the job. The authors also identify the organizations and literatures that influence and shape their work, programs, and practices.
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Pub Date: |
2007-00-00 |
Pub Type(s): |
Information Analyses; Journal Articles |
Peer Reviewed: |
Yes |
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Descriptors:
Mentors; Faculty Development; College Faculty; Career Development; Tenure; Models; Networks; Higher Education; Research; Diversity (Faculty); Program Descriptions; Sex; Race
Abstract:
In the literature of faculty development, mentoring is usually mentioned as a vital contribution to a successful academic career, particularly for women and faculty of color. Mentoring has traditionally been defined as a top-down, one-to-one relationship in which an experienced faculty member guides and supports the career development of a new or early-career faculty member, and research on faculty development and mentoring programs largely has been designed to fit this traditional definition. Recently, a model has been emerging that encourages a broader, more flexible network of support, in which no single person is expected to possess the expertise required to help someone navigate the shoals of a faculty career. In this model, early-career faculty build robust networks by engaging multiple "mentoring partners" in non-hierarchical, collaborative, cross-cultural partnerships to address specific areas of faculty activity, such as research, teaching, working towards tenure, and striking a balance between work and life. This review highlights recent faculty-development resources, all published since 2000, that offer fresh models, concepts, and thinking on mentoring in higher education, particularly the mentoring of new and underrepresented faculty. The resources are organized into four areas: (1) new conceptualizations of mentoring; (2) recent studies on mentoring; (3) faculty-development programs and practices that promote mentoring; and (4) gender, race, and other diversity issues related to mentoring. (Contains 35 resources.)
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Pub Date: |
2006-00-00 |
Pub Type(s): |
Journal Articles; Opinion Papers; Reports - Descriptive |
Peer Reviewed: |
Yes |
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Descriptors:
Faculty Development; College Faculty; Workshops; Writing (Composition); Authors; Program Descriptions; Writing Skills; Skill Development
Abstract:
This year marks the 15th year of a program called "Professors as Writers" at the University of Massachusetts-Amherst. The first meeting was a half-day workshop at the end of a spring semester to help faculty launch the writing they wanted to do over the summer. The program has grown over the years and now includes monthly retreats, as well as a day-long session in May. In this article, the authors present their separate thoughts on the program. Mary Deane, an associate provost for faculty development and a writer, reflects on what it takes to create and sustain this writing space and a writing community, while Peter, a teacher of writing and a writer, reflects on how his theories of writing apply to a faculty retreat--and what is useful to say and not to say. They hope this dual perspective will give readers a richer sense of this program.
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Pub Date: |
2000-00-00 |
Pub Type(s): |
Collected Works - General; Reports - Descriptive |
Peer Reviewed: |
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Descriptors:
Beginning Teacher Induction; Beginning Teachers; College Faculty; Graduate Students; Higher Education; Teacher Attitudes; Teaching (Occupation)
Abstract:
This paper combines the inquiry phase of the New Pathways project on faculty careers and employment with recommendations for concrete practice on campus, bringing together findings from a series of interviews of new faculty and graduate students called "Heeding New Voices" with the guide "Principles of Good Practice: Supporting Early-Career Faculty" by Mary Deane Sorcinelli. The structured interviews that provide the framework and substance for the first work involved interviewing more than 350 individuals and convening 40 focus groups. These interviews show that new faculty members believe themselves involved in noble work that yields personal reward and social value. There is among them, however, a deep concern about fundamental aspects of the academic career: the lack of a coherent tenure system, the lack of community, and the lack of an integrated professional and personal life. "Principles of Good Practice" presents 10 principles of good practice for early-career faculty. It also contains inventories to examine individual administrator and institutional practices as well as examples of concrete and innovative approaches to good practice being used at a variety of institutions. The third section, "Readings and Resources for and about Early-Career Faculty," provides aa list of 86 resources for further reading. An appendix describes the New Pathways Paper Series. "Heeding New Voices" contains 24 references and "Principles of Good Practice" contains 11 references. (SLD)
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Pub Date: |
2000-00-00 |
Pub Type(s): |
Guides - Non-Classroom |
Peer Reviewed: |
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Descriptors:
Administrator Role; Deans; Department Heads; Faculty College Relationship; Faculty Development; Higher Education; Nontenured Faculty
Abstract:
The "Heeding New Voices" study, a year-long series of structured interviews with new faculty and graduate students aspiring to be faculty members around the country, sought both to give voice to those who are just beginning their academic careers and to provide guidance for the senior faculty, chairs, deans, and others in higher education responsible for shaping the professoriate of the future. This booklet, drawn in part from the study's findings, includes: (1) ten principles of good practice; (2) inventories to prompt department chairs, senior colleagues, and other academic leaders to examine their individual and institutional practices; and (3) examples of concrete and innovative approaches to good practice being tried out now in a variety of institutional settings. The principles reflect the three categories of stated need from the "Heeding New Voices" interviews: improving review and tenure processes (principles 1-4), encouraging positive relations with colleagues and students (principles 5-7), and easing stresses of time and balance (principles 8-10). (Contains 13 references). (EV)
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