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Showing 1 to 15 of 54 results Save | Export
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Kiran Qasim Ali; Aly Jafferani – Journal of Faculty Development, 2024
Scaffolded faculty development is a recognized approach for enhancing teaching practices. Aga Khan University (AKU) adopted this method to elevate the quality of teaching and learning practices, promote a culture of excellence in higher education, and establish a sustainable faculty development model. AKU's scaffolded faculty development approach…
Descriptors: Foreign Countries, College Faculty, Faculty Development, Teaching Methods
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La Tonya Dyer; Liyan Song – Journal of Faculty Development, 2023
Faculty development activities offered within post-secondary educational institutions tend to focus on developing skills instead of directly addressing faculty conceptual views and beliefs that may affect their successful adoption of instruction within the online environment. This qualitative multi-case study bridges a gap in the current…
Descriptors: Faculty Development, Online Courses, Colleges, Skill Development
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Daniel J. Blake; Marybeth Gasman – Journal of Faculty Development, 2021
This qualitative study examines the professional development outcomes of an international seminar for Minority Serving Institution (MSI) faculty, which aimed to prepare them to lead study abroad. Drawing from post-program interviews with 31 faculty participants, this study sheds light on how the seminar led them to internationalize their…
Descriptors: International Education, Minority Serving Institutions, Study Abroad, Faculty Development
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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
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Jaime Burcham; Christa Sandidge – Journal of Faculty Development, 2024
This research study examined how adjunct professors have applied online teaching practices and perceived the impact of professional development on those practices. A purposeful sampling of online adjunct instructors from two adjunct-focused Facebook groups was used to collect survey data. An adapted 30-question instrument was administered via…
Descriptors: Adjunct Faculty, College Faculty, Faculty Development, Social Media
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Heather Bastian; Heather Dinkins – Journal of Faculty Development, 2023
This article presents research findings on a program that combines elements of student-student learning and pedagogical partnerships as a faculty development tool. The study sought to identify the instructional practices of faculty participants who worked with students as partners and their motivations for change. Data was collected through…
Descriptors: Cooperative Learning, Partnerships in Education, Teacher Student Relationship, Faculty Development
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Bryan M. Dewsbury; Kayon Murray-Johnson; Anna Santucci – Journal of Faculty Development, 2021
This conceptual paper proposes an acknowledgement & forgiveness dialectic as a core foundation to faculty development of inclusive teaching. With increasing diversity across United States' university campuses and an increasingly tense sociopolitical climate, there are renewed calls for racial justice and equity pedagogies on college campuses.…
Descriptors: Inclusion, Teaching Methods, Role, Faculty Development
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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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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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Brandilynn Villarreal; Kimberly Vincent-Layton; Edelmira Reynoso; Kayla Begay; Kimberly N. White – Journal of Faculty Development, 2022
The current study assessed the effectiveness of a two-part faculty-led equity-based faculty professional development learning session to reduce equity gaps and increase student retention and graduation rates at a Hispanic Serving and Minority Serving Institution. Data were collected from 153 faculty on the perceived responsibilities of college…
Descriptors: Faculty Development, Teacher Attitudes, Teacher Responsibility, Equal Education
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Matthea Marquart – Journal of Faculty Development, 2023
This article shares a strategy for supporting faculty engagement and wellbeing. During the online faculty development sessions at Columbia University's School of Social Work (CSSW), online faculty and staff have the opportunity to give short presentations about a teaching and learning technique they have tried. Over the past five years, this…
Descriptors: College Faculty, Teacher Participation, Faculty Development, Well Being
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Rachel L. Gunderson; Caroline F. Mrozla-Toscano; Dung M. Mao – Journal of Faculty Development, 2023
Educators and administrators in higher education are currently grappling with the effects of individual and collective trauma as it relates to college students' academic performance. A plethora of research points to the inimical effects that trauma can have on students' learning and persistence. This article outlines common trauma terms and…
Descriptors: Trauma Informed Approach, Higher Education, Curriculum Implementation, Academic Achievement
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Wilks, Karrin E.; Shults, Christopher; Berg, James J. – Journal of Faculty Development, 2018
Leadership development for faculty often is designed as training for administration, but faculty demonstrate leadership in the classroom, in their departments, college-wide, and beyond. To fully realize and leverage this leadership potential, colleges must design opportunities for faculty to hone their knowledge and skills as active participants…
Descriptors: Teacher Leadership, Leadership Training, Community Colleges, Fellowships
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Chaya Gopalan; Hiba Awooda; Abdelmoniem Elmardi – Journal of Faculty Development, 2022
A higher education international institution set forth a virtual training program for its faculty (n = 13) to enable successful implementation of flipped teaching (FT), which utilizes synchronous and asynchronous features to engage students in learning. Six biweekly sessions were scheduled via Zoom on Moodle, the Learning Management System. Pre-…
Descriptors: COVID-19, Pandemics, Flipped Classroom, Faculty Development
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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
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