During the next five to ten years, community colleges in Illinois will retire more than half of their tenured faculty members, reflecting a similar national trend. Many masters and doctoral students seeking the professorate may consider community colleges as an attractive teaching opportunity. While community colleges often regard themselves as…

This article presents an overview and results of a semester long course intended to teach current and aspiring faculty how to teach effective learner-centered web-based courses using a constructivist approach. A model to teach these individuals was developed and it recommends a hybrid format, individual assistance, use of online tools, real life…

Faculty and graduate students are under enormous pressure to produce journal articles, yet little help is available on speeding up the process. This article offers an organizational strategy, called the "fast article writing methodology," for expediting article writing where the published product follows a standardized format. We also present…

In light of the tenure and promotion needs of junior faculty to demonstrate high levels of scholarship, achieve strong publication records, and develop successful proposals for extramural funding, this article explores the impact of providing a structure and a process for mentoring education faculty toward the attainment of tenure and promotion…

International teaching assistants (ITAs) teach undergraduate science courses in American universities in ever growing numbers as they contend with a host of pedagogic, cultural, and language issues in an unfamiliar educational setting. Yet little is known about their experiences and development as new teachers. This study focuses on six ITAs who…

Communities of practice that are centered on the scholarship of teaching and learning are a means for faculty to engage in professional development activities such as research, knowledge sharing, continuing education, and forming collaborative partnerships. As a result of budget constraints experienced by many colleges and universities, the…

Three faculty used action research to address concerns with student learning but in the process also learned of its value for their own professional development. Through semi-structured interviews, multiple case vignettes, and peer collaboration, they addressed student cognitive and affective learning concerns, made adjustments in their…

In a three year research study we addressed the question: "How does authenticity develop and what can we do to encourage that development?" We came to understand that becoming an authentic teacher is a journey during which an individual becomes more aware of him/herself apart from the collective. We came to define authenticity as a cluster of…

Many faculty developers have difficulty involving engineering and science faculty in instructional development. Engineering professors are particularly quick to discount the relevance of teaching workshops, and many argue teaching methods presented in workshops lead to lower standards and inflated grades. This paper presents a successful…

Individuals, institutions and organizations that are committed to the quality, long-term research productivity of academics need to view the post-tenure period as a critical turning point. Continuing to engage mid-career faculty in research when the immediate need for publication has decreased is one of the key issues that should be addressed to…

The use of distance learning technologies for delivering courses in higher education has challenged faculty to reconsider their firmly-rooted concepts and paradigms, or culture, of instruction. This paper is designed to raise awareness of the creative thinking necessary to reform this culture and to take advantage of the additional capabilities…

Planning, managing, and maintaining distance learning courses present challenges and opportunities for faculty that require shifts in teaching techniques and management. Interviews with experienced professors, published reports, and primary data assist in identifying reasons for the successes and failures of previous e-learning efforts while…

The composition of faculty developers is a mixture of new professionals (less than four years), established developers (four to nine years), and experienced professionals with over ten years in the field. The research reported in this study is the first to inquire about differences in the issues new, established, and experienced faculty developers…

Faculty and administrators rarely assume their positions knowing how to manage conflict. Yet managers spend between 20 to 50 percent of their workday engaged in conflicts. Conflict is an overlooked area in the professional development of faculty and administrators. Senior level administrators such as deans and department heads and faculty…

Faculty development research historically reported details on the types of programming available and the format of delivery. This research instead sought to uncover the underpinnings of the goals behind development efforts at community colleges. Findings indicate that teaching and learning issues remain central, with faculty interests serving as…