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Direct linkBhavsar, Grishma P.; Grote, Kandice; Galvan, Melisa C.; Tyutina, Svetlana V.; Guan, Shu-Sha Angie; Stapleton, Lissa D.; Knotts, Gregory – Journal of Faculty Development, 2018
Faculty in their early careers discover unique and unanticipated concerns in navigating academia and attempting to create life balance. These needs must be addressed to ensure retention and success in the tenure process. This exploratory study found the creation of first-year faculty learning communities (FLCs) provides needed, integral, and…
Descriptors: College Faculty, Beginning Teachers, Communities of Practice, Teacher Effectiveness
Morin, Courtnie; Stanley, Candace – Journal of Faculty Development, 2017
Building upon Kuh's (2008) research on high-impact educational practices, the authors interviewed Dr. Aaron Thompson to discuss effective implementation of these teaching and learning initiatives and the advancement of faculty development programming to support them. Dr. Thompson is the Interim President of Kentucky State University and Council on…
Descriptors: Faculty Development, Creative Teaching, Best Practices, Educational Practices
Winslow, Matthew P.; Skubik-Peplaski, Camille; Burkett, Barry – Journal of Faculty Development, 2017
Professional learning communities (PLCs) are an effective way for faculty to learn about pedagogical topics and tactics. However, less is known about how effective they are at changing the teaching practices of the faculty participants and ultimately student learning. This article describes a mixed-method study of such a transfer of knowledge. In…
Descriptors: College Faculty, Faculty Development, Communities of Practice, Teacher Collaboration
McKenna, Ann F.; Johnson, Amy M.; Yoder, Brian; Chavela Guerra, Rocio C.; Pimmel, Russell – Journal of Faculty Development, 2016
Communities of practice, which enable sustained collaboration among fellow practitioners, have potential for advancement of faculty development, but traditionally employ face-to-face meetings with inherent economic and geographical limitations. Our virtual community of practice (VCP) model exposes engineering instructors from across the country to…
Descriptors: Communities of Practice, Virtual Classrooms, Faculty Development, Engineering Education
Reid, Leslie F.; Sexton, Julie; Orsi, Rebecca – Journal of Faculty Development, 2015
Project Engage (PE) was a 16-month teaching enhancement program offered at a large doctoral-granting university. Participants in this pilot program were full time faculty members who redesigned large enrollment introductory university courses to improve student engagement. To support their redesign projects, participants first received feedback…
Descriptors: Faculty Development, Learner Engagement, Research Universities, Pilot Projects
Ambrosino, Roberta; Peel, Jennifer – Journal of Faculty Development, 2011
Demonstrating the impact of faculty development activities is difficult and infrequently attempted beyond assessing participant satisfaction. This study examines how faculty development activities affect instructional practices and the impact on student learning and motivation in accordance with Kirkpatrick's levels of evaluation. Ten instructors…
Descriptors: Feedback (Response), Educational Strategies, Participant Satisfaction, Motivation
