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Willingham-McLain, Laurel; Margolis, Jason; Klingler, Nicole – Journal of Faculty Development, 2019
This article outlines the program design, benefits, and challenges of a university-wide, near-peer faculty-mentoring program. The mentoring exchange facilitates group leadership by early-career faculty who have recently succeeded at the steps incoming faculty will face. Five primary themes emerged from qualitative analysis of six focus groups:…
Descriptors: Program Design, Mentors, Peer Relationship, College Faculty
Smith, Tessa; Barrett, Claire – Journal of Faculty Development, 2019
"The Wisconsin Experience Seminar" is an extended-orientation style first-year seminar (FYS) that is intended to support students' transitions to college. The course is held each academic semester at the University of Wisconsin-Madison, and is taught by instructors in a variety professional roles at the university. The program is housed…
Descriptors: First Year Seminars, College Faculty, Communities of Practice, Faculty Development
Bair, Mary; DeFrance, Nancy; Diarrassouba, Nagnon; Stockton, Terry – Journal of Faculty Development, 2019
This paper describes a faculty development project in which four teacher educators, who were part of a larger Faculty Learning Community, used an innovative model called the Faculty Learning Lab to support each other in critical reflections about their teaching. Within the learning lab, which was guided by Knowles' adult learning theory, each…
Descriptors: Learning Laboratories, Mentors, Peer Relationship, Models
Behar-Horenstein, Linda S.; Kuang, Haun; Tolentino, Lissette A.; Zhang, Huibin – Journal of Faculty Development, 2019
Faculty development programs are typically designed to broaden college/university faculty teaching expertise, increase research knowledge, or augment mentoring practice. Other than improved knowledge, skills and confidence levels, long-term benefits remain relatively unknown. The authors reviewed 414 empirical health professions faculty…
Descriptors: Faculty Development, College Faculty, Allied Health Occupations Education, Teacher Competencies
Sperry, Rita; Hawkinson, Chelsie – Journal of Faculty Development, 2019
Faculty training and development for First-Year Seminar (FYS) faculty at Texas A&M University-Corpus Christi (TAMUCC) is conducted in the form of training workshops, bi-annual teaching institutes, and various professional development opportunities. Facilitated workshop content is based on student-centered teaching and learning theories.…
Descriptors: Faculty Development, First Year Seminars, Communities of Practice, College Faculty
Nielsen, Kathryn; Franco, Jimmy – Journal of Faculty Development, 2019
The paper presents findings from a study that assessed the impact of a faculty development approach designed to improve technology integration specific to a comprehensive FYE program. Partnering with the Center for Excellence in Teaching and Learning and informed by data gathered annually from faculty and student mentors, FYE leaders created a…
Descriptors: Faculty Development, Academic Achievement, Technology Integration, Mentors
List, Karen; Sorcinelli, Mary Deane – Journal of Faculty Development, 2018
Mentoring has long been viewed as a powerful means of enhancing the professional success and personal wellbeing of early-career faculty; however, little is known about its benefits for senior faculty. Using data from a peer mentoring community of six senior faculty women in leadership roles at a research university, this study explores the impact…
Descriptors: Mentors, Women Faculty, College Faculty, Teacher Leadership
Smith, Diane K.; Martinez, AnaMaria Diaz; Lanigan, Jane; Wells-Moses, Kayla; Koehler, Christian – Journal of Faculty Development, 2018
The WSU Extension Scholarly Writing Group (ESWG) is a one-year faculty development mentoring program designed to support faculty on tenure or promotion track. The ESWG was created in response to increased expectations for Extension county-based faculty to contribute to the scientific literature within their fields through peer-reviewed…
Descriptors: Mentors, Scholarship, Writing for Publication, Faculty Development
Ashe, Diana L.; TenHuisen, Matthew L. – Journal of Faculty Development, 2018
While most academic leadership training focuses on department chairs and those already in or identified for those positions, the NextUp Faculty Leadership Development Fellows program includes faculty who are considering academic leadership of any kind in their careers. Sixty faculty members have joined NextUp; forty-one have graduated and 19 are…
Descriptors: Leadership Training, Teacher Leadership, Fellowships, Program Descriptions
Connelly, Maureen T.; Inui, Thomas S.; Oken, Emily; Peters, Antoinette S. – Journal of Faculty Development, 2018
Purpose: Although annual performance reviews and feedback are recommended for faculty development, best practices and faculty perceptions have not been documented. The authors sought to evaluate the process in one medical school department that established and has sustained an innovative review tradition for 25 years. Method: Content analysis of…
Descriptors: Qualitative Research, Annual Reports, Faculty Development, Best Practices
Mickel, Natasha; Wiskur, Brandt; James, Judith; VanWagoner, Timothy; Williams, Valerie N. – Journal of Faculty Development, 2018
Faculty mentoring is a central component of teaching and learning in the basic and laboratory sciences as well as the clinical and professional disciplines. In this study faculty (1) rated the importance of six core mentoring competencies based on their experience and (2) self-assessed their mentoring competencies. Our goals are to describe and…
Descriptors: College Faculty, Mentors, Competence, Teaching Skills
Swan, Lisa M.; Kramer, Sabrina; Gopal, Anita; Shi, Lijuan; Roth, Stephen M. – Journal of Faculty Development, 2017
This study assesses an asset-based approach to international teaching assistant (ITA) training at a public research institution. The program is a peer mentorship-based learning community that facilitates ITAs' cultural awareness and pedagogic development. Survey results indicate the program positively impacted participants' teaching skills,…
Descriptors: Teaching Assistants, Foreign Workers, Training Methods, Teaching Skills
Rands, Melissa L.; Bender, Holly; Gillette, Meghan T.; Orgler, Lisa – Journal of Faculty Development, 2017
In this paper, the authors describe the faculty development initiatives and the role of faculty learning communities (FLCs) in supporting Team-Based Learning (TBL) at a large, research-intensive university. A systematic review of the initiatives found FLCs provided crucial support for both new and seasoned TBL practitioners and fostered…
Descriptors: Role, Teamwork, Communities of Practice, College Faculty
Bair, Mary Antony – Journal of Faculty Development, 2017
This paper describes a faculty development project in which 12 teacher educators used the Cognitive Coaching model to engage in critical reflections about their teaching. Each identified an aspect of their teaching they wanted to improve and a colleague to serve as coach. Participants engaged in Cognitive Coaching cycles, consisting of planning…
Descriptors: Faculty Development, Teacher Educators, Coaching (Performance), Cognitive Processes
Ockene, Judith K.; Milner, Robert J.; Thorndyke, Luanne E.; Congdon, John; Cain, Joanna M. – Journal of Faculty Development, 2017
The promotion process is challenging, particularly for non-tenure track faculty in academic medicine. To address this challenge, we implemented a facilitated peer mentoring program that included a structured curriculum with regular meetings, guided by two senior faculty mentors. Participants expressed satisfaction with the program, showed…
Descriptors: Mentors, Coaching (Performance), Peer Groups, Training Methods