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…

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…

This study emphasizes the importance of faculty development and training as a means to prepare faculty to design the capstone course as a high-impact educational practice. Specifically, this research explores transformative learning in the capstone class as a vehicle for reflection on personal and professional ethics. Students enrolled in a…

Building on previous studies on the changing nature of faculty work, this article presents a conceptual framework for faculty professional success. The authors report on the perceptions of 300 faculty development professionals regarding the importance of skills in nine competency domains: teaching; research; leadership; diversity, inclusion and…

Kansas State University designed a 20-month faculty development program with the goal of fostering broad, institution-wide adoption of teaching practices that focus on brain-based learning. Components of the program included annual teaching and learning workshops, reading and discussion groups based on content of a book about how the brain learns…

This study examined the experiences of the "AcaDames," a faculty support group of five female pre-tenure faculty members, including two women of color. Qualitative analysis of a sample of meeting transcripts suggests that the peer mentorship group afforded accountability, professional and emotional support, collaboration, and…

In light of recent interest in the limitations of early and mid-career mentoring (Driscoll et al 2009; Trowers 2011), this case study of a women's scholarly activity and goal setting Community of Practice (CoP) indicates that such groups can offer extensive peer mentoring at one teaching-oriented state university in the United States. Using a…

The current study examines the experiences of faculty in a research learning community developed to support new faculty in increasing scholarly productivity. A phenomenological, qualitative inquiry was used to portray the lived experiences of faculty within a learning community. Several themes were found including: accountability, belonging,…

Nontenure-track faculty are an increasingly crucial component of the higher education workforce. Much of what we know about this population remains either quantitative or anecdotal and does little to provide in-depth insights directly from the faculty themselves that can be of use for faculty development. This phenomenological, interview-based…