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Kristi Verbeke; Anna Santucci; Ted Murcray – Journal of Faculty Development, 2023
The authors draw from the burnout literature to present a framework for faculty wellbeing efforts. Burnout happens when there is a mismatch between one's ideal and reality and can result in exhaustion, cynicism, and feeling ineffective. Rather than focusing on mitigating burnout, we present a framework for engaging faculty on the other end of the…
Descriptors: College Faculty, Well Being, Teacher Burnout, Psychological Patterns
Russell Carpenter; Kevin Dvorak; Michael G. Strawser; Vanessa Gonzalez; Danielle Aming – Journal of Faculty Development, 2022
Mentorship plays a pivotal role in the development of faculty, across areas of academic and professional achievement. Faculty mentor programs exist to support and advance faculty through a variety of models and levels. As an introduction to the special section on faculty mentorship and mentor models, the authors examine the critical importance of…
Descriptors: Mentors, Faculty Development, Doctoral Students, Doctoral Programs
Billie Harrington – Journal of Faculty Development, 2024
Hiring practitioners as faculty is not a novel practice in higher education. In their decision to shift from the private sector to the classroom, many practitioners enter the professoriate with little to no formal training in pedagogy. The question for faculty developers is how might Teaching and Learning Centers (TLCs) bridge this gap from…
Descriptors: Faculty Development, Teacher Effectiveness, College Faculty, Teaching Methods
Victoria Akin; Emily Braley; Jack Bookman – Journal of Faculty Development, 2023
This article describes a one semester Professional Development for Teaching (PDT) seminar designed for mathematics Graduate Teaching Assistants (GTAs) that focuses on the implementation of active-learning techniques. The PDT seminar models active-learning strategies so GTAs have experiences to draw on when teaching undergraduate classes. A…
Descriptors: Models, Active Learning, Faculty Development, Seminars
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
Blumberg, Phyllis – Journal of Faculty Development, 2017
Faculty are assuming greater responsibility for assessment of educational programs, which may be a new and daunting role. Therefore, faculty need to develop expertise and skills to do these assessments meaningfully. The overall purpose of this article is to provide faculty a program assessment resource. Assessments are conducted for accountability…
Descriptors: Faculty Development, Skill Development, Program Evaluation, Expertise
Linda Dale Bloomberg – Journal of Faculty Development, 2022
The School of Education of one fully online university that primarily grants graduate degrees employs a coaching and mentoring model for faculty support and development that is built upon the values of collaborative learning, growth mindset, and reflective practice. The purpose of this research was to better understand how and to what extent this…
Descriptors: Coaching (Performance), Mentors, Models, Faculty Development
Sharon Ultsch; Lizzy Pope; Holly Buckland Parker – Journal of Faculty Development, 2022
There is growing interest in reenergizing SoTL as a public scholarship that engages civic conversational spaces and debates about our most pressing public issues (Chick, 2019; Friberg, 2020). In the COVID landscape, debates on re- forming higher education -- often foreclosed within our neoliberal university contexts (Giroux, 2014, 2017) --…
Descriptors: Faculty Development, Models, Transformative Learning, Educational Change
Fowler, Debra; Macik, Maria L.; Sandoval, Carolyn L.; Bakenhus, Chelsea; MacWillie, Sherri – Journal of Faculty Development, 2016
Traditional professional development related to teaching is offered on a short-term basis and at the individual level. Recent experiences and research studies have led to an organizational level model in which the educational developer forms a sustained partnership with administrators, faculty, staff, and students in a department, offering…
Descriptors: Faculty Development, Sustainability, Models, Partnerships in Education
Taczak, Kara; Karas, Jennifer – Journal of Faculty Development, 2019
In 2012, Randy Bass challenged educators to "disrupt" themselves expanding the notion of teaching to include multiple high-impact practices (HIP). First-year seminars are a HIP that, when done successfully, encourages retention and persistence in students. On our campus they function similarly, but they also create opportunities for…
Descriptors: First Year Seminars, College Freshmen, College Faculty, Instructional Effectiveness
Bell, Stephanie – Journal of Faculty Development, 2017
This article recommends that faculty developers promote online writing assignments--from blogs to podcasts--that make use of the interactive tools of the "social Web." Unlike traditional essays, which are typically private documents exchanged between student and instructor, online writing tasks can become sites of engagement and…
Descriptors: Faculty Development, Writing Assignments, Electronic Learning, Computer Mediated Communication
Teruya, Stacey Alan; Bazargan-Hejazi, Shahrzad – Journal of Faculty Development, 2014
Purpose: To determine how effective and collegial mentoring in biomedical research faculty development may be implemented and facilitated through social media. Method: The authors reviewed the literature for objectives, concerns, and limitations of career development for junior research faculty. They tabularized these as developmental goals, and…
Descriptors: Social Networks, Mentors, Biomedicine, Scientific Research
Hardre, Patricia L. – Journal of Faculty Development, 2013
Self-determination Theory (SDT) presents critical constructs and processes for understanding and improving human learning and development. Though actively utilized as a theoretical framework for K-12 and adult training research, it has been virtually ignored in TA professional development design and research. Self-determination and the process of…
Descriptors: Teaching Assistants, Self Determination, Professional Development, Learning Processes
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
Chval, Kathryn B.; Nossaman, Larry D. – Journal of Faculty Development, 2014
Administrators seek faculty who have the expertise to secure external funding to support their research agenda. Administrators also seek strategies to support and enhance faculty productivity across different ranks. In this manuscript, we describe the infrastructure we established and strategies we implemented to enhance the research enterprise at…
Descriptors: College Faculty, Administrators, Educational Finance, Financial Support
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