ERIC Number: ED411722
Record Type: Non-Journal
Publication Date: 1997-Jul-23
Reference Count: N/A
Overcoming the Inertia of Traditional Instruction: Final Report of the Social Work Faculty Development Program at Andrews University.
This paper describes a 1996-97 faculty development program conducted for the social work department at Andrews University (Michigan). The training included the presentation of instructional theory, demonstration of instructional techniques, practice of the techniques by the participants, feedback on these practice sessions, and on-going support from peers and the training consultant. Day-long sessions were conducted in October and January, with 90-minute follow-up sessions scheduled 1 month after each day-long session. The focus of the initial session was on cooperative learning structures, while the second concentrated on the acquisition of informal cooperative learning techniques. Faculty study groups also met several times in the interval between the two sessions. The report concludes that for faculty development programs to be effective, the teaching aspect of faculty advancement must be emphasized as much as research, that faculty development initiatives need to be planned in collaboration with faculty, and that long-term development initiatives depend on the success of faculty study groups. Five appendixes provide the results of session evaluations and personal implementation logs. (MDM)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Audience: Administrators; Practitioners
Authoring Institution: Andrews Univ., Berrien Springs, MI.