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Connelly, Maureen T.; Inui, Thomas S.; Oken, Emily; Peters, Antoinette S. – Journal of Faculty Development, 2018
Purpose: Although annual performance reviews and feedback are recommended for faculty development, best practices and faculty perceptions have not been documented. The authors sought to evaluate the process in one medical school department that established and has sustained an innovative review tradition for 25 years. Method: Content analysis of…
Descriptors: Qualitative Research, Annual Reports, Faculty Development, Best Practices
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Bhavsar, Grishma P.; Grote, Kandice; Galvan, Melisa C.; Tyutina, Svetlana V.; Guan, Shu-Sha Angie; Stapleton, Lissa D.; Knotts, Gregory – Journal of Faculty Development, 2018
Faculty in their early careers discover unique and unanticipated concerns in navigating academia and attempting to create life balance. These needs must be addressed to ensure retention and success in the tenure process. This exploratory study found the creation of first-year faculty learning communities (FLCs) provides needed, integral, and…
Descriptors: College Faculty, Beginning Teachers, Communities of Practice, Teacher Effectiveness
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Skarupski, Kimberly A.; Foucher, Kharma C. – Journal of Faculty Development, 2018
Faculty members have numerous competing demands and struggle to find time to write. Writing Accountability Groups (WAGs) were created to help faculty members establish sustainable writing habits by writing with increased frequency and for shorter session durations. WAGs meet one hour a week for 10 weeks and emphasize accountability to the process…
Descriptors: College Faculty, Faculty Development, Communities of Practice, Writing (Composition)
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Winslow, Matthew P.; Skubik-Peplaski, Camille; Burkett, Barry – Journal of Faculty Development, 2017
Professional learning communities (PLCs) are an effective way for faculty to learn about pedagogical topics and tactics. However, less is known about how effective they are at changing the teaching practices of the faculty participants and ultimately student learning. This article describes a mixed-method study of such a transfer of knowledge. In…
Descriptors: College Faculty, Faculty Development, Communities of Practice, Teacher Collaboration
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Rands, Melissa L.; Bender, Holly; Gillette, Meghan T.; Orgler, Lisa – Journal of Faculty Development, 2017
In this paper, the authors describe the faculty development initiatives and the role of faculty learning communities (FLCs) in supporting Team-Based Learning (TBL) at a large, research-intensive university. A systematic review of the initiatives found FLCs provided crucial support for both new and seasoned TBL practitioners and fostered…
Descriptors: Role, Teamwork, Communities of Practice, College Faculty
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Bair, Mary Antony – Journal of Faculty Development, 2017
This paper describes a faculty development project in which 12 teacher educators used the Cognitive Coaching model to engage in critical reflections about their teaching. Each identified an aspect of their teaching they wanted to improve and a colleague to serve as coach. Participants engaged in Cognitive Coaching cycles, consisting of planning…
Descriptors: Faculty Development, Teacher Educators, Coaching (Performance), Cognitive Processes
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Francis, Dawn M.; Colbry, Stephanie L.; Hoyle, Amy Gratch; Ratmansky, Lisa A.; Sheety, Alia S.; Szpara, Michelle Yvonne – Journal of Faculty Development, 2017
A Faculty Scholarship Community (FSC) is a community of practice whose members share an interest in scholarly productivity. This descriptive study examines key factors that enabled a small group of non-tenured faculty, new to their institution, to form a thriving FSC. Members employed autoethnography as the method for examining the impact of the…
Descriptors: Productivity, Well Being, Scholarship, College Faculty
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McKenna, Ann F.; Johnson, Amy M.; Yoder, Brian; Chavela Guerra, Rocio C.; Pimmel, Russell – Journal of Faculty Development, 2016
Communities of practice, which enable sustained collaboration among fellow practitioners, have potential for advancement of faculty development, but traditionally employ face-to-face meetings with inherent economic and geographical limitations. Our virtual community of practice (VCP) model exposes engineering instructors from across the country to…
Descriptors: Communities of Practice, Virtual Classrooms, Faculty Development, Engineering Education
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Stark, Audriana M.; Smith, Gary A. – Journal of Faculty Development, 2016
The need for faculty development continues to increase despite the limited resources of many developers to serve growing demands. To address this conundrum, we explore existing literature about communities of practice (CoPs) in higher education and case studies of CoPs at our institution as an avenue to extend and supplement future professional…
Descriptors: Communities of Practice, Faculty Development, Literature Reviews, Higher Education
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Stockley, Denise; McDonald, Jeanette; Hoessler, Carolyn – Journal of Faculty Development, 2015
Building on the rich faculty development literature worldwide, recent scholarship on the advancement, professionalism, and career paths of individuals entering the field has received greater attention. Through focus group discussions, faculty developers from colleges and universities around the world shared their pathways into and through faculty…
Descriptors: Discovery Processes, Faculty Development, Focus Groups, Higher Education
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Hutson, Bryant; Downs, Holly – Journal of Faculty Development, 2015
This study describes the impact of the College Supporting Transition, Access and Retention (College STAR) project at a public university in the southeastern United States, which sought to develop faculty knowledge, skills and competencies to better meet the needs of diverse student populations, especially those with learning differences. A focus…
Descriptors: Teacher Collaboration, College Faculty, Access to Education, Communities of Practice
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Rees, Amanda; Shaw, Kimberly – Journal of Faculty Development, 2014
In light of recent interest in the limitations of early and mid-career mentoring (Driscoll et al 2009; Trowers 2011), this case study of a women's scholarly activity and goal setting Community of Practice (CoP) indicates that such groups can offer extensive peer mentoring at one teaching-oriented state university in the United States. Using a…
Descriptors: Peer Teaching, Mentors, College Faculty, Questionnaires
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Holmes, Courtney M.; Kozlowski, Kelly A. – Journal of Faculty Development, 2014
The current study examines the experiences of faculty in a research learning community developed to support new faculty in increasing scholarly productivity. A phenomenological, qualitative inquiry was used to portray the lived experiences of faculty within a learning community. Several themes were found including: accountability, belonging,…
Descriptors: College Faculty, Faculty Development, Productivity, Scholarship
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Good, Jennifer; Shumack, Kellie – Journal of Faculty Development, 2013
Innovations in faculty development, particularly those that make the most of available technologies, are essential. "Learning is a social activity and we are social beings; and everything is connected" (Trammel & Bruce, 2008). Finding methods for creating these faculty connections is a challenge--one that can be met by technology.…
Descriptors: Faculty Development, Writing (Composition), Writing Instruction, Online Courses