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Cruz, Laura – Journal of Faculty Development, 2019
The instructional innovation incubator (i3) model is a fully immersive, multi-campus, residential experience designed to address the wicked problem of online teaching and learning. This paper details how we used design thinking to hatch, design, prototype and implement the i3 model, a radical departure from conventional practice in educational…
Descriptors: Online Courses, Educational Technology, Models, Design
Payumo, Jane; Gerard, Andrew; Neisler, Gretchen – Journal of Faculty Development, 2019
Preparing academic faculty to engage in global collaborative and interdisciplinary research is a strategic component of internationalization goals for higher education institutions. However, programs supporting global faculty engagement and their effectiveness in supporting international research partnerships need to be documented and…
Descriptors: Faculty Development, Higher Education, Program Effectiveness, College Faculty
Eiselein, Gregory – Journal of Faculty Development, 2019
Effective faculty development programs are essential to improving student success and achieving institutional goals. Yet designing and implementing successful faculty development within FYE programs remain a challenge. We examine these challenges and discuss how a redesigned on-campus faculty development effort, connected to an online course on…
Descriptors: Faculty Development, First Year Seminars, Program Design, Program Implementation
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
Friedman, Dan; Winfield, James; Hopkins, Katie – Journal of Faculty Development, 2019
Faculty development is a critical component to the success of any first-year seminar. This article explains the nationally recognized faculty development model of University 101 Programs at the University of South Carolina, including the philosophy behind why we do what we do, descriptions of the various initiatives, and best practices underlying…
Descriptors: Faculty Development, First Year Seminars, Teacher Workshops, Teaching Experience
Englert, Patrick; Begin, Natasha; Bucalos, Anne; Wallitsch, Kristen; Ellis, Graham; Strawser, Michael – Journal of Faculty Development, 2019
In fall 2018, our university launched revised first-year experience course. The curriculum focused on topics of identity, self-awareness, inclusion, diversity, and community, along with the existing outcomes of socialization, wellness, and university-level skill development necessary to transition successfully through the first semester of…
Descriptors: Curriculum Development, School Community Relationship, First Year Seminars, College Freshmen
Taczak, Kara; Karas, Jennifer – Journal of Faculty Development, 2019
In 2012, Randy Bass challenged educators to "disrupt" themselves expanding the notion of teaching to include multiple high-impact practices (HIP). First-year seminars are a HIP that, when done successfully, encourages retention and persistence in students. On our campus they function similarly, but they also create opportunities for…
Descriptors: First Year Seminars, College Freshmen, College Faculty, Instructional Effectiveness
Korstange, Ryan; Rust, Dianna Z.; Brinthaupt, Tom – Journal of Faculty Development, 2019
The success of the first-year experience (FYE) course hangs on the effectiveness of the individual faculty members who are given the task of educating first-year students in a particularly important developmental period. This article applies a flipped classroom strategy for kickstarting meaningful classroom discussion in Mathematics Education to…
Descriptors: Faculty Development, College Faculty, Program Effectiveness, First Year Seminars
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
Bolitzer, Liza Ann – Journal of Faculty Development, 2019
A key way that colleges and universities seek to improve student learning is by providing instructional development to faculty. Yet today, the majority of college faculty are non-tenure track, adjunct faculty who have limited access to instructional support, and have traditionally not participated in such teaching improvement efforts when offered.…
Descriptors: Faculty Development, Adjunct Faculty, Instructional Development, College Faculty
Miller, Amanda Jayne; O'Daniel, Alyson – Journal of Faculty Development, 2019
Storytelling is an underutilized medium for empowering underrepresented students and promoting faculty development. Following a faculty development panel on supporting black and Latinx students which left both attendees and panelists wanting deeper insights into students' negative experiences of campus culture, we helped students create a video…
Descriptors: Story Telling, Cultural Awareness, Faculty Development, Hispanic American Students
Manning-Ouellette, Amber; Beatty, Cameron C. – Journal of Faculty Development, 2019
The profile of students entering higher education is ever-changing, deeming it critical to understand the impact on institutions and teaching methods that foster student learning across perspectives. This article will highlight the need for advancing first-year student curriculum through teaching socially just seminars. Specifically, the article…
Descriptors: Teaching Methods, Social Justice, First Year Seminars, Course Content
Templeton, Lindsey; O'Meara, KerryAnn – Journal of Faculty Development, 2018
The ADVANCE Leadership Fellows Program at the University of Maryland is a yearlong professional development program for faculty aspiring to or recently engaged in leadership roles. Data shows an increase in participants' sense of agency to become academic leaders following the program. We use a comprehensive data set, including program…
Descriptors: Leadership Training, Faculty Development, Teacher Leadership, Leadership Role
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