Faculty Development and Evaluation in Higher Education PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download Faculty Development and Evaluation in Higher Education PDF full book. Access full book title Faculty Development and Evaluation in Higher Education by Albert B. Smith. Download full books in PDF and EPUB format.
Author: Albert B. Smith
Publisher:
ISBN:
Category : College teachers
Languages : en
Pages : 76
Get Book Here
Book Description
Author: Albert B. Smith
Publisher:
ISBN:
Category : College teachers
Languages : en
Pages : 76
Get Book Here
Book Description
Author: William Condon
Publisher: Indiana University Press
ISBN: 0253018862
Category : Education
Languages : en
Pages : 172
Get Book Here
Book Description
Colleges and universities across the US have created special initiatives to promote faculty development, but to date there has been little research to determine whether such programs have an impact on students' learning. Faculty Development and Student Learning reports the results of a multi-year study undertaken by faculty at Carleton College and Washington State University to assess how students' learning is affected by faculty members' efforts to become better teachers. Extending recent research in the Scholarship of Teaching and Learning (SoTL) to assessment of faculty development and its effectiveness, the authors show that faculty participation in professional development activities positively affects classroom pedagogy, student learning, and the overall culture of teaching and learning in a college or university.
Author:
Publisher:
ISBN:
Category : College teaching
Languages : en
Pages : 204
Get Book Here
Book Description
Author: John P. Murray
Publisher: Jossey-Bass
ISBN:
Category : Education
Languages : en
Pages : 156
Get Book Here
Book Description
This report relates to the concept of teaching portfolios. It discusses the importance of accounting for institutional culture when introducing the concept of teaching portfolios. Includes information on how the department chair can help to improve teaching.
Author: Kay J. Gillespie
Publisher: John Wiley & Sons
ISBN: 0470600063
Category : Education
Languages : en
Pages : 523
Get Book Here
Book Description
Since the first edition of A Guide to Faculty Development was published in 2002, the dynamic field of educational and faculty development has undergone many changes. Prepared under the auspices of the Professional and Organizational Development Network in Higher Education (POD), this thoroughly revised, updated, and expanded edition offers a fundamental resource for faculty developers, as well as for faculty and administrators interested in promoting and sustaining faculty development within their institutions. This essential book offers an introduction to the topic, includes twenty-three chapters by leading experts in the field, and provides the most relevant information on a range of faculty development topics including establishing and sustaining a faculty development program; the key issues of assessment, diversity, and technology; and faculty development across institutional types, career stages, and organizations. "This volume contains the gallant story of the emergence of a movement to sustain the vitality of college and university faculty in difficult times. This practical guide draws on the best minds shaping the field, the most productive experience, and elicits the imagination required to reenvision a dynamic future for learning societies in a global context." —R. Eugene Rice, senior scholar, Association of American Colleges and Universities "Across the country, people in higher education are thinking about how to prepare our graduates for a rapidly changing world while supporting our faculty colleagues who grew up in a very different world. Faculty members, academic administrators, and policymakers alike will learn a great deal from this volume about how to put together a successful faculty development program and create a supportive environment for learning in challenging times." —Judith A. Ramaley, president, Winona State University "This is the book on faculty development in higher education. Everyone involved in faculty development—including provosts, deans, department chairs, faculty, and teaching center staff—will learn from the extensive research and the practical wisdom in the Guide." —Peter Felten, president, The POD Network (2010–2011), and director, Center for the Advancement of Teaching and Learning, Elon University
Author: Alenoush Saroyan
Publisher: Taylor & Francis
ISBN: 1000978036
Category : Education
Languages : en
Pages : 174
Get Book Here
Book Description
This book is intended for faculty and faculty developers, as well as for deans, chairs, and directors responsible for promoting teaching and learning in higher education. Intentionally non-technical, it engages readers reflectively with a process for developing teaching and details the planning necessary to apply this process to teaching within disciplines.The book centers on McGill University’s week-long Course Design and Teaching Workshop that the contributors have offered together for more than ten years. It follows the five day format of the workshop–covering the analysis of course content, conceptions of learning, the selection of appropriate teaching strategies, the evaluation of student learning, and evaluation of teaching–in a way that reflects the spontaneity of the debates it has engendered and the workshop’s evolutionary changes. The structure shows faculty members conceptualizing new courses or re-examining their teaching of existing courses, and translating the insights gained from the workshop to specific disciplinary content and learning outcomes. In addition four previous participants of the workshop write about its influence on their personal thinking about the practice of teaching.The final two chapters describe the structure and evolving role of McGill’s Centre for University Teaching and Learning. The authors describe its objectives in fostering an evidence-based teaching culture and providing a practical support structure with limited resources. They highlight achievements in disseminating teaching expertise across their campus, and their vision for the future role of faculty development.This book provides faculty developers and administrators with valuable non-prescriptive models and challenging ideas that promote faculty development in general and university teaching in particular. It engages faculty members in the process of course design in a way that is learning centered and can lead to deep student learning.
Author: Christine M. Licata
Publisher: Study of Higher Education
ISBN:
Category : Education
Languages : en
Pages : 130
Get Book Here
Book Description
Factors that have led to post-tenure evaluation of faculty are considered, along with limitations of tenure in general and current post-tenure evaluation practices. Positions of advocacy and opposition to post-tenure evaluation are identified, along with practical considerations that institutions might consider before modifying or implementing a formal process for post-tenure evaluation. Three purposes of post-tenure evaluation are identified: to supply documentation for removal for incompetence; to provide input for decisions in the areas of reductions in force, merit raises, and promotions; and especially to support faculty development and improved instruction. Five principles of faculty evaluation are recommended: a clearly defined purpose, multiple sources of input to the evaluation, identifying areas and criteria to be assessed, measurable standards, and a flexible and individualized evaluation plan. Appended is a summary of a survey of 30 institutions, 16 of which had a formal post-tenure evaluation plan. Information is provided on evaluation objectives, effectiveness, frequency, participants, process followed, and the names of the 16 institutions. Also appended are 16 pages of references and information on sources of sample rating forms for faculty evaluation. (SW)
Author: Andrea L. Beach
Publisher: Taylor & Francis
ISBN: 1000977617
Category : Education
Languages : en
Pages : 200
Get Book Here
Book Description
The first decade of the 21st century brought major challenges to higher education, all of which have implications for and impact the future of faculty professional development. This volume provides the field with an important snapshot of faculty development structures, priorities and practices in a period of change, and uses the collective wisdom of those engaged with teaching, learning, and faculty development centers and programs to identify important new directions for practice. Building on their previous study of a decade ago, published under the title of Creating the Future of Faculty Development, the authors explore questions of professional preparation and pathways, programmatic priorities, collaboration, and assessment. Since the publication of this earlier study, the pressures on faculty development have only escalated—demands for greater accountability from regional and disciplinary accreditors, fiscal constraints, increasing diversity in types of faculty appointments, and expansion of new technologies for research and teaching. Centers have been asked to address a wider range of institutional issues and priorities based on these challenges. How have they responded and what strategies should centers be considering? These are the questions this book addresses.For this new study the authors re-surveyed faculty developers on perceived priorities for the field as well as practices and services offered. They also examined more deeply than the earlier study the organization of faculty development, including characteristics of directors; operating budgets and staffing levels of centers; and patterns of collaboration, re-organization and consolidation. In doing so they elicited information on centers’ “signature programs,” and the ways that they assess the impact of their programs on teaching and learning and other key outcomes. What emerges from the findings are what the authors term a new Age of Evidence, influenced by heightened stakeholder interest in the outcomes of undergraduate education and characterized by a focus on assessing the impact of instruction on student learning, of academic programs on student success, and of faculty development in institutional mission priorities. Faculty developers are responding to institutional needs for assessment, at the same time as they are being asked to address a wider range of institutional priorities in areas such as blended and online teaching, diversity, and the scale-up of evidence-based practices. They face the need to broaden their audiences, and address the needs of part-time, non-tenure-track, and graduate student instructors as well as of pre-tenure and post-tenure faculty. They are also feeling increased pressure to demonstrate the “return on investment” of their programs.This book describes how these faculty development and institutional needs and priorities are being addressed through linkages, collaborations, and networks across institutional units; and highlights the increasing role of faculty development professionals as organizational “change agents” at the department and institutional levels, serving as experts on the needs of faculty in larger organizational discussions.
Author: James E. Groccia
Publisher: John Wiley & Sons
ISBN: 111828285X
Category : Education
Languages : en
Pages : 363
Get Book Here
Book Description
An annual publication of the Professional and Organizational Development Network in Higher Education (POD), To Improve the Academy offers a resource for improvement in higher education to faculty and instructional development staff, department chairs, faculty, deans, student services staff, chief academic officers, and educational consultants. Contents include: Professional development for geographically dispersed faculty Implementing a learning consortium for communication and change Faculty engagement in program-level outcomes assessment What educational developers need to know about faculty-artists Exploring the spiritual roots of midcareer faculty Raising funds from faculty for faculty development centers Mentoring in higher education Tough-love consulting in order to effect change Research on the impact of educational development Examining effective faculty practice Insights on millennial students Contemplative pedagogy of teaching and learning centers Faculty and student perspectives on course evaluation terminology Questions about student ratings Small-group individual diagnosis to improve online instruction Supporting international faculty Complex ecologies of diversity, identity, teaching, and learning Organizational strategies for fostering faculty racial inclusion The truth about students' capacity for multitasking Tweeting: the 2011 POD HBCUFDN Conference Twitter backchannel Designing active learning with flexible technology
Author: Elçi, Alev
Publisher: IGI Global
ISBN: 1522584773
Category : Education
Languages : en
Pages : 624
Get Book Here
Book Description
Faculty development is currently practiced in a variety of approaches by individuals, committees, and centers of excellence. More research is needed to draw better benefit from these approaches in the impending digital world by taking advantage of digitally enabled teaching and learning. The Handbook of Research on Faculty Development for Digital Teaching and Learning offers holistic and multidisciplinary approaches to enhancing faculty effectiveness in teaching, boosting motivation, extending knowledge, expanding teaching behaviors, and disseminating skills in digital higher education settings. Featuring a broad range of topics such as faculty learning communities (FLCs), virtual learning environments, and professional development, this book is ideal for educators, educational technologists, curriculum developers, higher education staff, school administrators, principals, academicians, practitioners, and graduate students.
