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ERIC Number: ED230151
Record Type: RIE
Publication Date: 1983-Apr-11
Pages: 30
Abstractor: N/A
Reference Count: 0
If Professors Are Adults.
Geis, George L.; Smith, Ron
Strategies of faculty development are considered, along with possible roles of faculty developers. The research on adult education is reviewed, and two areas are discussed: reasons why adults participate in adult education, barriers to participation, and self-directed learning activities. It is suggested that the application of some principles of adult education to faculty development activities may be beneficial. The following roles of the faculty developers are proposed: helping the inservice faculty members to define their learning needs and goals; finding resources that are appropriate to learners' needs; and developing benchmarks toward the goal. It is argued that faculty development programs have not adequately defined learner needs, which is a key principle of adult education programming. In addition, the adult learning strategy of providing individual or individualized instruction is suggested for faculty development programs. The tendency of faculty development courses to resemble college courses is also criticized. Finally, it is suggested that the attitude of many faculty developers is more like that of the traditional teacher than that of the adult educator-resource person. The appropriateness of the adult-learner model to faculty development is further explored. (SW)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Montreal, Canada, April 11-15, 1983).