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Nonaillada, Jeannine – Journal of Faculty Development, 2019
This paper describes a pilot project about how Self-Determination Theory (SDT) was implemented for faculty engagement with a new, 3 year undergraduate medical school curriculum. SDT is a motivational theory of psychological development with premises stating individuals have natural tendencies needing support and fostering for growth and outcomes.…
Descriptors: Self Determination, Undergraduate Students, Medical Schools, Medical School Faculty
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Tracy, Pamela J.; Gutiérrez, A. Renee – Journal of Faculty Development, 2019
Educational developers understand the importance of a strong new faculty program (NFP). When designing an NFP, what do new faculty need and when do they need it? What learning goals facilitate transition and help faculty cultivate important knowledge and skills? In a multi-stage, institution-wide collaborative planning process, we adapted Fink's…
Descriptors: Situated Learning, Student Centered Learning, Program Design, Professional Identity
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Sotto-Santiago, Sylk; Tuitt, Frank; Saelua, Natasha – Journal of Faculty Development, 2019
The evidence appears to be strong that faculty development programs increase retention, productivity, interest in leadership positions, and promotion for faculty. However, the spaces developed for historically marginalized faculty (HMF) are still limited and not focused enough. This study examined tailored programs and perspectives amongst faculty…
Descriptors: Faculty Development, Culturally Relevant Education, Disadvantaged, Minority Group Teachers
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Rhodes, Christy M.; Lin, Xi – Journal of Faculty Development, 2019
The use of collaborative writing partnerships is frequently cited as an effective strategy to increase the productivity and quality of academic writing (Austin & Baldwin, 1991). However, developing and utilizing these relationships effectively can prove challenging to early-career academics. This article used Boud, Keogh, and Walker's (1985)…
Descriptors: Collaborative Writing, Teaching Methods, Academic Language, Beginning Teachers
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McCaughey, Martha; Nave, Lillian; Smith, Tracy W.; Rhodes, Kelly C. – Journal of Faculty Development, 2019
Our faculty development (FD) work applies Dee Fink's (2013) integrated course design model. In this article, we describe the situational factors related to supporting faculty who teach a required, academically-focused First Year Seminar course at a large public university. We then describe how we designed a suite of FD opportunities with goals…
Descriptors: First Year Seminars, College Faculty, Faculty Development, Integrated Curriculum
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O'Neill, Megan – Journal of Faculty Development, 2019
In response to existing anecdotal evidence on faculty development in first-year experience program, this paper provides both a model and an adaptable heuristic for using assessment data to shape faculty development. The author argues that using a mixed method methods approach to assess FYE students' critical thinking provided unique data on…
Descriptors: First Year Seminars, College Faculty, Faculty Development, Formative Evaluation
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Willingham-McLain, Laurel; Margolis, Jason; Klingler, Nicole – Journal of Faculty Development, 2019
This article outlines the program design, benefits, and challenges of a university-wide, near-peer faculty-mentoring program. The mentoring exchange facilitates group leadership by early-career faculty who have recently succeeded at the steps incoming faculty will face. Five primary themes emerged from qualitative analysis of six focus groups:…
Descriptors: Program Design, Mentors, Peer Relationship, College Faculty
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Hinton, Corrine E.; Patterson, Elizabeth – Journal of Faculty Development, 2019
Maximizing the positive impact of first-year experience (FYE) courses on students relies on effective collaboration between academic and student affairs. Professional development activities, especially with faculty, can be difficult to institute as power struggles, discordant goals, and unclear expectations abound. A Learner-centered Professional…
Descriptors: First Year Seminars, Faculty Development, College Faculty, Student Centered Learning
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Tapp, Suzanne; McNaughtan, Jon; Brooks-Hurst, Erika – Journal of Faculty Development, 2019
In this article, we discuss the importance of theory driven program development and present the empowerment framework using two case studies at a center for teaching and learning (CTL). We describe the empowerment framework, offer programmatic examples aligned with this framework, and make specific recommendations for those wishing to pursue this…
Descriptors: Teaching Methods, Leadership, College Faculty, College Students
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Bartell, Denise S.; Boswell, Caroline – Journal of Faculty Development, 2019
Utilizing FYE courses to support retention and college success requires a systematic understanding of, and effective tools to support, historically underserved students. Traditional, short-term faculty development programming is unlikely to support faculty needs when teaching FYE courses, especially for experienced instructors. This article…
Descriptors: First Year Seminars, College Faculty, Faculty Development, College Freshmen
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Strawser, Michael G. – Journal of Faculty Development, 2019
This brief communication essay offers practical suggestions for maintaining an active teaching and learning scholarly agenda and building a teaching and learning scholarship culture on campus. The strategies offered here hopefully present faculty and faculty developers with tangible ideas to maintain their scholarship as general expectations and…
Descriptors: Scholarship, School Culture, Faculty Development, College Faculty
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Swank, Lorett; Whitton, Natasha – Journal of Faculty Development, 2019
This article focuses on techniques used in professional development to strengthen the community of faculty in FYE courses, while aiming at improving the classroom experience for today's learners, specifically those related to providing content, building community, and strengthening understanding. To provide a solid foundation, creating a course…
Descriptors: College Faculty, Faculty Development, First Year Seminars, Curriculum Design
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Smith, Tessa; Barrett, Claire – Journal of Faculty Development, 2019
"The Wisconsin Experience Seminar" is an extended-orientation style first-year seminar (FYS) that is intended to support students' transitions to college. The course is held each academic semester at the University of Wisconsin-Madison, and is taught by instructors in a variety professional roles at the university. The program is housed…
Descriptors: First Year Seminars, College Faculty, Communities of Practice, Faculty Development
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Blekic, Mirela – Journal of Faculty Development, 2019
The author explores the process for development and implementation of a plan to help faculty identify early risk factors for first-year students and adopt practices to help students overcome difficulties. The article focuses on the importance of faculty participation throughout the process and the role research can play in increasing the…
Descriptors: Academic Achievement, College Faculty, Teacher Student Relationship, College Freshmen
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Streifer, Adriana C.; Gravett, Emily O.; Taggart, Jessica – Journal of Faculty Development, 2019
Popular teaching books often advise instructors to tell students about efforts to improve teaching, and Centers for Teaching and Learning often inadvertently reveal such efforts to students through particular programs. Yet no research exists that investigates students' perceptions of educational development and the growth in teachers that it…
Descriptors: Student Attitudes, Student Evaluation of Teacher Performance, Educational Development, Teacher Effectiveness
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