For faculty members to be able to meet the learning needs of a diverse student body, they will need to stay abreast not only of new developments in their fields, but also of the characteristics of their students, the various strategies for teaching to multiple learning styles, and the possibilities for facilitating learning offered by technology.
Further, they can provide guidance for engaging all students, particularly in the classroom, about the sensitive issues surrounding gender, religion, race, and ethnicity. Investing in such programs offers a means of ensuring that we cultivate teachers and students who value diverse ideas, beliefs, and worldviews, and promote more inclusive student learning. In these contexts, faculty development programs can help build faculty capacity both for meeting the needs of students and incorporating new disciplinary content about issues of diversity across the curriculum.
As a faculty member embarks on a course and the underprepared student engages in the coursework, there is often a substantial mismatch between student and faculty expectations for academic work, especially in terms of time devoted to study outside of class.
As well, faculty may be unprepared to recalibrate the course or teaching of it for students who may need additional support in college-level reading, writing, and computational work. For these reasons, the responsibility for underprepared students often falls to academic staff in a student learning center and may be seen as a burden to individual faculty.
Here faculty development programs can remind teachers to emphasize their expectations for students, help familiarize new instructors with student resources offered by the college or university e. The changing environment for teaching, learning, and scholarship was identified as the third pressing challenge for faculty and institutions, a challenge resonant with implications for faculty development. Emphasizing Learner-Centered Teaching The need to engage in student-centered teaching was identified as one of the top three challenges confronting faculty members and the most important issue to address through faculty development services and activities.
For many faculty members who are accustomed to lecturing while students listen, learner-centered teaching may require new and unfamiliar teaching skills and raise fears about lack of coverage of content or less control over assessment activities. Learner-centered teaching, however, allows students to do more of the learning tasks, such as organizing content or summarizing discussions, and encourages them to learn more from and with each other.
Teachers, on the other hand, can do more of the design work and provide more frequent feedback to students Weimer There is a large repertoire of active learning strategies from which faculty can draw, including student-led discussions, team learning, peer learning, oral presentations, writing-to-learn activities, case studies, and study groups. Faculty development programs can convene successful teachers to share these approaches with their colleagues through campus-wide seminars or forums.
They can also provide course development funds to recognize faculty members who develop learner-centered activities. Integrating Technology into Teaching and Learning Participants in our study from liberal arts, research, and comprehensive institutions named the integration of technology into traditional teaching and learning settings as one of the top three challenges facing their faculty colleagues.
Respondents expressed a strong desire that institutions focus on ways to use technology to help students to acquire content knowledge, develop problem-solving skills, participate in learning communities, and use digital information sources. When considering technology in teaching and learning, one immediate issue faculty members face is what tools—PowerPoint, e-mail, the Internet, course management system —might best serve their student-learning goals.
Faculty development programs can offer the kinds of support and training required to thoughtfully integrate technology into the classroom. Emphasizing Assessment of Student Learning Outcomes Assessment is an ongoing process aimed at understanding and improving student learning.
It involves deciding what students should be learning, making expectations for learning explicit, systematically gathering and analyzing student assignments to determine what students actually are learning, and using the resulting evidence to decide what to do to improve learning. In our findings, assessing student learning outcomes was perceived as one of the top three challenges facing faculty and their institutions , and important to address through faculty development.
There are a number of teaching resources that can help faculty members develop a better understanding of the learning process in their own classrooms and assess the impact of their teaching on it. They feature classroom assessment techniques and advice on how to adapt and administer these techniques, analyze the data, and implement improvements in teaching and learning practices Angelo and Cross In our study, developers from all types of institutions agreed that expanding the definition of scholarship to include the scholarship of teaching is an important issue to address through faculty development services.
In recent years, the Carnegie Foundation for the Advancement of Teaching has greatly advanced this form of scholarship through work with faculty, campuses, and disciplinary associations. Several lines of work at Carnegie have contributed to the understanding of the scholarship of teaching, notably projects exploring the peer review of teaching, the use of teaching and course portfolios, and how teaching and learning differ among the disciplines.
Faculty development programs have been part of this conversation by, for example, offering seed grants, and campus conversations about course-focused research projects centered on teaching and learning. Interdisciplinary collaboration may involve a variety of types of connections, such as working on a research or teaching project from a multidisciplinary perspective or incorporating service learning into academic experiences.
Interdisciplinary work is often the result of individual faculty members deciding to engage in team teaching across departments or to pursue new areas in the course of their research. Faculty development programs, then, can support interdisciplinary connections by encouraging team-teaching, the development of interdisciplinary courses, and the development of learning communities for students.
They can also host campus-wide cross-disciplinary learning communities around teaching and scholarship. As we enter the twenty-first century, faculty developers have identified three areas that are driving change and shaping the future of faculty development. The impact of the changing professoriate is a major influence. How do we develop and sustain the vitality of our entire faculty—newcomers, midcareer, senior, and part-timers—as faculty roles change?
A second factor is the increasingly diverse student body. How can we invest in faculty development as a means of ensuring that we cultivate more inclusive student learning environments and provide our best educational practices to all students, including those traditionally underserved by higher education? The third shaping influence is the impact of a changing paradigm for teaching, learning, and scholarly pursuits. Faculty development will require a larger investment of imagination and resources in order to strategically plan for and address new developments e.
Angelo, T. Classroom assessment techniques: A handbook for college teachers 2nd Ed. Association of American Colleges and Universities. Greater expectations: A new vision for learning as a nation goes to college. Boyer, E. Scholarship reconsidered: Priorities of the professoriate. Sorcinelli, M. Austin, P. Eddy, and A. C reating the future of faculty development: Learning from the past, understanding the present.
San Francisco: Jossey-Bass. Weimer, M. Learner-centered teaching: Five key changes to practice. Zhu, E. Technology and teaching. McKeachie Ed. Improving teaching in a multisite clerkship. Faculty-development workshops. J Reprod Med ; Teaching student-centred educational approaches to general practice teachers. Hewson MG.
A theory-based faculty development program for clinician-educators. Beneficial and harmful effects of augmented feedback on physicians' clinical-teaching performances. Developing community faculty. Principles, practice, and evaluation. Am J Dis Child ; How do you get to the improvement of teaching? A longitudinal faculty development program for medical educators.
Knowles MS. New York: Cambridge Books; Kolb DA. Eval Health Prof a; Improving clinical teaching. Evaluation of a national dissemination program. Arch Intern Med ; A resource for clinical teachers. Millis B. Faculty development in the s: What it is and why we can't wait. J Couns Dev ; Faculty development: Future directions. Clarke D, Hollingsworth H. Elaborating a model of teacher professional growth. Teach Teach Educ ; Knight P. A systemic approach to professional development: Learning as practice.
Webster-Wright A. Reframing professional development through understanding authentic professional learning. Rev Educ Res ; Bergquist WH. A guide to faculty development. Schroeder C. Coming in from the margins: Faculty development's emerging organizational development role in institutional change. Muammar,Mohammed S. Alkathiri International Journal for Academic Development.
Hakim Annals of Global Health. Year : Volume : 3 Issue : 2 Page : How to cite this article: Kamel AM. Role of faculty development programs in improving teaching and learning.
Saudi J Oral Sci ; Saudi J Oral Sci [serial online] [cited Nov 14]; Figure 1: The potential scope and purpose of faculty development programs [41] Click here to view. Table 1: Topics addressed in a Faculty development programs that emphasizes teaching, learning, and assessment Click here to view. Table 2: Ten steps for building a successful Faculty development programs Click here to view. This article has been cited by.
What really matters to faculty members attending professional development programs in higher education. Handbook of Research on the Global Impacts a The world is witnessing a media revolution similar Study Abroad Opportunities for Community Col Community colleges serve more students than any ot Handbook of Research on Competency-Based Edu The majority of adult learners are looking to atta Cloud Computing Systems and Applications in The implementation of cloud technologies in health Handbook of Research on Computerized Occlusa Modern medicine is changing drastically as new tec Educational, Psychological, and Behavioral C Online communities continue to evolve as more peop Integrating Adult Learning and Technologies As adult learners and educators pioneer the use of See how.
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