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Berk, Ronald A. – Journal of Faculty Development, 2013
Disclaimer: I have been an active "free" user of LinkedIn for 5.463 years with more than 3000 (1st degree) connections from all over the world. I have no vested interest in LinkedIn other than as a user of the services it provides. Despite the fact that LinkedIn was originally designed as a network for business professionals, not…
Descriptors: Social Networks, Educational Resources, Web 2.0 Technologies, Performance Technology
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Tollefson-Hall, Karin; Pfeiler-Wunder, Amy; Hsieh, Kevin; Henry, Carole – Journal of Faculty Development, 2013
Four faculty members of varying rank provide insight into beginning a career as a faculty member and the tenure process based on their experiences at three distinct universities in the United States. Examples of evaluation processes and documentation of activities are provided. Institutional support systems for teaching and scholarship are…
Descriptors: College Faculty, Tenure, Mentors, Faculty Evaluation
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Gonzales, Leslie D. – Journal of Faculty Development, 2013
"Striving" is a concept that describes colleges and universities seeking to reposition themselves as more prestigious, often more research-focused institutions (O'Meara, 2007). The goal of this paper is to explore faculty members' views of a striving university context. My analysis revealed that faculty assigned both rewards…
Descriptors: College Faculty, Teacher Attitudes, Universities, Rewards
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Shaker, Genevieve G. – Journal of Faculty Development, 2013
Nontenure-track faculty are an increasingly crucial component of the higher education workforce. Much of what we know about this population remains either quantitative or anecdotal and does little to provide in-depth insights directly from the faculty themselves that can be of use for faculty development. This phenomenological, interview-based…
Descriptors: College Faculty, Nontenured Faculty, Career Development, Faculty Development
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Hagler, Debra; Kastenbaum, Beatrice; Brooks, Ruth; Morris, Brenda; Saewert, Karen J. – Journal of Faculty Development, 2013
Leveraging Educational Technology for Evidence-Based Practice (LET-EBP), a four year federally funded project, was designed to extend use of educational technologies in the prelicensure undergraduate nursing program of a large public research university. Faculty members supported through the project developed and integrated over 20…
Descriptors: Educational Technology, Nursing Education, Undergraduate Study, Evidence
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Bhavsar, Victoria; Ahn, Ruth – Journal of Faculty Development, 2013
We reflect on how to implement the instrumental aspect of collaborative writing in such a way that the developmental aspect of collaborative writing is maximally fostered, based on conditions necessary for socially constructed learning. We discuss four instrumental strategies that bolster mutual ownership of the writing and protect the social…
Descriptors: Collaborative Writing, Constructivism (Learning), Socialization, Writing Strategies
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Stivers, Jan; Cramer, Sharon F. – Journal of Faculty Development, 2013
Despite the challenges of heavy workloads, family responsibilities, and differences in work styles, two senior faculty members used collaboration to reenergize their scholarly efforts; the results include increased research and publication (three joint articles and a book) as well as a new enjoyment of the research and writing process. This…
Descriptors: Collaborative Writing, Writing for Publication, Guidelines, Academic Discourse
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Morgan, Robin K.; Hunter, Sarah; Bertrand, Abigail – Journal of Faculty Development, 2013
Centers for teaching and learning (CTLs) provide much of the faculty development in universities across the nation. Many of these centers developed out of a need for enhanced faculty development in technology areas. Fifty CTLs provided data in the current study. Types of programs offered by each center were identified, with specific attention…
Descriptors: College Faculty, College Students, Student Behavior, Antisocial Behavior
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Hutson, Bryant – Journal of Faculty Development, 2013
There is much evidence that quality academic advising has a positive impact on college student's academic success. Faculty are often expected to serve as academic advisors to students, which appears to be an ideal practice given their frequent interactions with students and knowledge of academic programs. However, institutions rarely offer…
Descriptors: College Faculty, College Students, Faculty Development, Academic Advising
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Cochrane, Sharlene Voogd – Journal of Faculty Development, 2013
This article explores a significant element of faculty development that is often missing or given little attention. The author analyzes the results of a series of Courage Study Circles, which provided time and space for faculty members to reflect upon and revitalize their identity as teachers. The study draws on participant evaluations of yearly…
Descriptors: Reflection, Faculty Development, College Faculty, Participant Satisfaction
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Gunersel, Adalet Baris; Barnett, Pamela; Etienne, Mary – Journal of Faculty Development, 2013
While the literature on self-authorship has focused on the development of college students and young adults highlighting various developmental tasks associated with the ages 17 through 30 (e.g., Baxter Magolda, 2001, 2003, 2004), in this article, we explore the exercise and development of faculty members' self-authorship as educators, proposing…
Descriptors: Developmental Tasks, Teaching Methods, Faculty Development, Young Adults
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Miller, Karen Hughes; Ostapchuk, Michael; Patel, Pradip; Roberts, John L. – Journal of Faculty Development, 2013
Because different medical specialties accredit their residency programs in different ways, departmental needs for faculty development in essentially the same content may vary. This training team realized that using a consultant model allowed them to meet departmental needs while keeping content validity intact. By combining best practice from…
Descriptors: Instructional Design, Best Practices, Faculty Development, Training Methods
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Hampton-Farmer, Cheri; Laverick, Erin; Denecker, Christine; Tulley, Christine E.; Diederich, Nicole; Wilgus, Anthony – Journal of Faculty Development, 2013
When expectations for scholarly productivity increase at comprehensive universities, faculty writing groups can provide the tools, motivation, and support necessary to achieve both administrative and faculty goals. Narratives from members of a faculty writing group experiencing a shift in institutional expectations for scholarship reveal tangible…
Descriptors: Productivity, Faculty Publishing, Writing for Publication, Communities of Practice
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Berk, Ronald A. – Journal of Faculty Development, 2013
One of the simplest indicators of teaching or course effectiveness is student ratings on one or more global items from the entire rating scale. That approach seems intuitively sound and easy to use. Global items have even been recommended by a few researchers to get a quick-read, at-a-glance summary for summative decisions about faculty. The…
Descriptors: Rating Scales, Student Evaluation of Teacher Performance, Item Analysis, Test Items
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Haley, Karen – Journal of Faculty Development, 2013
Self-reliance was an important personal attribute in the completion of a doctoral program and advancement to a faculty position. Self-reliance for the participants included self-motivation, motivated from within to return to school and advance to a faculty role; self-efficacy, believing they could complete their doctoral degree and become faculty;…
Descriptors: College Faculty, Self Efficacy, Doctoral Degrees, Doctoral Programs
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