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Showing 1 to 15 of 94 results Save | Export
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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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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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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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Eiselein, Gregory – Journal of Faculty Development, 2019
Effective faculty development programs are essential to improving student success and achieving institutional goals. Yet designing and implementing successful faculty development within FYE programs remain a challenge. We examine these challenges and discuss how a redesigned on-campus faculty development effort, connected to an online course on…
Descriptors: Faculty Development, First Year Seminars, Program Design, Program Implementation
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Nielsen, Kathryn; Franco, Jimmy – Journal of Faculty Development, 2019
The paper presents findings from a study that assessed the impact of a faculty development approach designed to improve technology integration specific to a comprehensive FYE program. Partnering with the Center for Excellence in Teaching and Learning and informed by data gathered annually from faculty and student mentors, FYE leaders created a…
Descriptors: Faculty Development, Academic Achievement, Technology Integration, Mentors
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Bolitzer, Liza Ann – Journal of Faculty Development, 2019
A key way that colleges and universities seek to improve student learning is by providing instructional development to faculty. Yet today, the majority of college faculty are non-tenure track, adjunct faculty who have limited access to instructional support, and have traditionally not participated in such teaching improvement efforts when offered.…
Descriptors: Faculty Development, Adjunct Faculty, Instructional Development, College Faculty
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Miller, Amanda Jayne; O'Daniel, Alyson – Journal of Faculty Development, 2019
Storytelling is an underutilized medium for empowering underrepresented students and promoting faculty development. Following a faculty development panel on supporting black and Latinx students which left both attendees and panelists wanting deeper insights into students' negative experiences of campus culture, we helped students create a video…
Descriptors: Story Telling, Cultural Awareness, Faculty Development, Hispanic American Students
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Bair, Mary; DeFrance, Nancy; Diarrassouba, Nagnon; Stockton, Terry – Journal of Faculty Development, 2019
This paper describes a faculty development project in which four teacher educators, who were part of a larger Faculty Learning Community, used an innovative model called the Faculty Learning Lab to support each other in critical reflections about their teaching. Within the learning lab, which was guided by Knowles' adult learning theory, each…
Descriptors: Learning Laboratories, Mentors, Peer Relationship, Models
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Cruz, Laura – Journal of Faculty Development, 2019
The instructional innovation incubator (i3) model is a fully immersive, multi-campus, residential experience designed to address the wicked problem of online teaching and learning. This paper details how we used design thinking to hatch, design, prototype and implement the i3 model, a radical departure from conventional practice in educational…
Descriptors: Online Courses, Educational Technology, Models, Design
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Payumo, Jane; Gerard, Andrew; Neisler, Gretchen – Journal of Faculty Development, 2019
Preparing academic faculty to engage in global collaborative and interdisciplinary research is a strategic component of internationalization goals for higher education institutions. However, programs supporting global faculty engagement and their effectiveness in supporting international research partnerships need to be documented and…
Descriptors: Faculty Development, Higher Education, Program Effectiveness, College Faculty
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Templeton, Lindsey; O'Meara, KerryAnn – Journal of Faculty Development, 2018
The ADVANCE Leadership Fellows Program at the University of Maryland is a yearlong professional development program for faculty aspiring to or recently engaged in leadership roles. Data shows an increase in participants' sense of agency to become academic leaders following the program. We use a comprehensive data set, including program…
Descriptors: Leadership Training, Faculty Development, Teacher Leadership, Leadership Role
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List, Karen; Sorcinelli, Mary Deane – Journal of Faculty Development, 2018
Mentoring has long been viewed as a powerful means of enhancing the professional success and personal wellbeing of early-career faculty; however, little is known about its benefits for senior faculty. Using data from a peer mentoring community of six senior faculty women in leadership roles at a research university, this study explores the impact…
Descriptors: Mentors, Women Faculty, College Faculty, Teacher Leadership
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Smith, Diane K.; Martinez, AnaMaria Diaz; Lanigan, Jane; Wells-Moses, Kayla; Koehler, Christian – Journal of Faculty Development, 2018
The WSU Extension Scholarly Writing Group (ESWG) is a one-year faculty development mentoring program designed to support faculty on tenure or promotion track. The ESWG was created in response to increased expectations for Extension county-based faculty to contribute to the scientific literature within their fields through peer-reviewed…
Descriptors: Mentors, Scholarship, Writing for Publication, Faculty Development
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Pinto, Katy M.; Huizinga, Dorota – Journal of Faculty Development, 2018
The Predominately Undergraduate Institution in this study identified a sharp decline in external grant seeking during the 2007-2014 academic years. During these years some faculty applied for grants on a regular basis, but some faculty stopped seeking grants altogether. The first author interviewed 15 of the most persistent grant seekers to…
Descriptors: Barriers, College Faculty, Academic Persistence, Grants
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Fletcher, Jeffrey A. – Journal of Faculty Development, 2018
There are limited viewpoints in the literature about peer observation of teaching in higher education and how it can be an effective tool to improve the quality of instruction in the classroom (Bell, 2001; Bell, 2005; Bell & Mladenovic, 2008; Brancato, 2003; Chism, 2007; Huston & Weaver, 2008; Shortland, 2004; Shortland, 2010; Smith,…
Descriptors: Peer Evaluation, College Faculty, Educational Quality, Teacher Effectiveness
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