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Showing 91 to 105 of 490 results Save | Export
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O'Toole, Sarah; O'Sullivan, Ide; O'Brien, Emma; Costelloe, Laura – International Journal for Academic Development, 2022
The disruption caused by the pandemic and the rapid transition to online teaching brings into sharp focus the role of academic development within the institution and creates an opportunity to pause and reflect on the impact of the academic developer (AD) role. This reflection on practice explores how the AD role has transitioned through the…
Descriptors: Curriculum Development, COVID-19, Pandemics, Higher Education
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Cunningham, Catriona; Cunningham, Tom – International Journal for Academic Development, 2022
Using a creative and playful fairy-tale storyboard approach this paper explores the impact of the pandemic, the move to online and blended learning, and the role academic development can have in the future of learning and teaching. We refract academic staff experiences of teaching during the pandemic through our own experiences as academic…
Descriptors: Reflection, COVID-19, Pandemics, Electronic Learning
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Koris, Rita; McKinnon, Sabine – International Journal for Academic Development, 2022
This study explores reflections from academics (N = 13) from 12 higher education institutions in eight countries who relied on informal conversations in an online community of practice to switch to emergency remote teaching during the COVID-19 pandemic. In the absence of formal academic development, they needed to develop themselves in…
Descriptors: College Faculty, Teacher Attitudes, Educational Development, Holistic Approach
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Moghtader, Bruce; Strubbe, Linda E.; Stang, Jared B.; Clarke, Anthony – International Journal for Academic Development, 2022
The purpose of this case study was to investigate the perception and experience of ten new faculty member participants in paired teaching. Along with providing evidence for paired teaching as an avenue for professional development in higher education, the study provides experiential narratives of paired teaching relationships as an illustration of…
Descriptors: Team Teaching, College Instruction, Science Instruction, College Faculty
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Grunefeld, Hetty; Prins, Frans J.; van Tartwijk, Jan; Wubbels, Theo – International Journal for Academic Development, 2022
This study considers the extent to which a professional development programme for educational leaders in a research-intensive university contributes to participants' adaptive expertise in the domain of leading educational change. We evaluated the programme by asking participants to execute an authentic task at the beginning and end of the…
Descriptors: Faculty Development, Expertise, College Faculty, Middle Management
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Noben, Ine; Deinum, Jan Folkert; Hofman, W. H. Adriaan – International Journal for Academic Development, 2022
This study examines the extent to which lecturers demonstrate effective teaching behaviour. The results of 203 observations reveal substantial differences in detected teaching behaviour. Lecturers mostly demonstrated teaching behaviour in the domains classroom climate, efficient organisation, and instruction. Teaching behaviour relating to the…
Descriptors: Instructional Effectiveness, Teacher Effectiveness, College Faculty, Teacher Behavior
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Cutler, Stephanie; Kottmeyer, Alexa; Heinen, Rachel; Xia, Yu; Zappe, Sarah; Litzinger, Tom – International Journal for Academic Development, 2022
Many factors influence the effectiveness of educational programs and initiatives for engineering faculty, including job responsibilities, departmental and college culture, experience, and more. In the current study, we examine the results and implications of a survey assessing faculty priorities and needs for educational and instructional…
Descriptors: College Faculty, Engineering Education, Faculty Development, Holistic Approach
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Denney, Fiona – International Journal for Academic Development, 2022
Over the past two years, four research-intensive universities in the UK have appointed senior academic leaders from academic development backgrounds, a new phenomenon in this sector of UK higher education that may suggest a changing pattern. This study interviewed these four leaders to explore what the appointment means for their academic…
Descriptors: Professional Identity, Research Universities, Foreign Countries, Higher Education
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Van Geyte, Els; Hadjianastasis, Marios – International Journal for Academic Development, 2022
The focus of this research is the centralised provision of professional development opportunities for postgraduate teaching assistants (PGTAs) through accredited and non-accredited courses (ACs and NACs), and their perceived and actual benefits. Evidence on the impact of courses at the University of Birmingham (UK) is synthesised with evidence…
Descriptors: Faculty Development, Teaching Assistants, Graduate Students, Program Effectiveness
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Pelger, Susanne – International Journal for Academic Development, 2022
The aim of this study is to explore how academic teachers view and experience challenges in teaching communication. During a teacher training course 92 STEM teachers developed, implemented, evaluated and reported on altogether 44 authentic communication elements. Content analysis was used for analysing teachers' written answers to questions before…
Descriptors: STEM Education, College Faculty, Foreign Countries, Communication Skills
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Cruz, Laura; Dickens, Elizabeth; Flaming, Anna L. Bostwick; Wheeler, Lindsay B. – International Journal for Academic Development, 2022
The complex and ever-changing nature of the field of educational development has led to a scholarship of educational development (SoED) that is rich but also enigmatic. The authors outline four lenses through which SoED might be viewed, ultimately proposing a framework for SoED that empowers scholars to engage in a sophisticated negotiation…
Descriptors: Educational Development, Educational Research, Scholarship, Evidence Based Practice
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Gilmore, Dawn – International Journal for Academic Development, 2021
This paper details a six-step model for coaching online teachers that has been successfully implemented at an Australian university. Drawing on three fields of literature -- online teaching, community of practice theory and coaching programs -- the model involves: (1) on-boarding and goal-setting; (2) coaching conversations about online teaching…
Descriptors: Program Implementation, Coaching (Performance), Faculty Development, Web Based Instruction
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Sabourin, Brandon M. – International Journal for Academic Development, 2021
This systematic literature review explored North American educational development programs designed for sessionals. After reviewing the literature, five needs are identified: (1) teaching and learning development; (2) connections to the academic culture; (3) administrative and organizational supports; (4) technological proficiency; and (5) content…
Descriptors: Educational Research, Foreign Countries, Educational History, Educational Development
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Turner, Nancy K.; Healey, Mick; Bens, Susan – International Journal for Academic Development, 2021
Institutional approaches to curriculum development often privilege outcome over process. This paper explores the use of an adapted Change Academy approach, originally developed for teams from different institutions, to supporting teams from different disciplines within the same institution. The approach was evaluated through analysis of the…
Descriptors: Foreign Countries, Curriculum Development, Change Strategies, Educational Change
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Kim, Alice S. N.; Popovic, Celia; Farrugia, Laura; Saleh, Salma A. F.; Maheux-Pelletier, Geneviève; Frake-Mistak, Mandy – International Journal for Academic Development, 2021
This study reports on an investigation into the experiences of faculty engaged in the Scholarship of Teaching and Learning (SoTL). Common challenges that emerged across the interviews included competing priorities, and a lack of background knowledge and research skills relevant to their SoTL work. These challenges were often overcome by working…
Descriptors: Research Projects, Action Research, College Faculty, Faculty Development
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