A small nonprofit private college with limited resources and a high proportion of junior faculty developed a nontraditional external faculty mentor program in the summer of 2011 in response to the American Association of Colleges of Pharmacy (AACP) faculty survey data regarding the professional development needs of pharmacy faculty members. Experienced faculty members with national reputations from other colleges and schools of pharmacy were hired as consultants to serve as mentors for assigned faculty members. Program goals were to provide directed, individual mentorship for pharmacy practice and basic science faculty members, expand peer review of faculty teaching prowess, and enhance monthly faculty development programming. The latter was based upon the specific needs assessment of the faculty. Program outcomes reported will include faculty satisfaction (AACP faculty survey data) changes over time, achievement of board certification for clinical faculty members and other credentialing, and other benchmarks, eg, publications, grant funding, service engagement (site development, professional organizations), after the implementation of the nontraditional faculty-mentoring program.
Those involved in providing faculty development may be among only a few individuals for whom faculty development is an interest and priority within their work setting. Furthermore, funding to support faculty development is limited. In 2010, an interprofessional, self-formed, faculty learning community on faculty development in teaching was established to promote collaboration on faculty development initiatives that have transference to faculty members across disciplines and to share expertise and resources for wider impact. The organic structure and processes of the faculty learning community created an environment that has not only resulted in an increased offering of faculty development opportunities and resources across the health science campus, but has created a rich environment that combines the knowledge, innovation, and experience to promote collaborative efforts that benefit all. The background, structure, processes, successes, and lessons learned of the interprofessional faculty learning community on faculty development in teaching are described.
The purpose of this phenomenological study was to examine the effects that faculty who live in residence with college students perceive result from their experience. This study examined the perspectives from current and recent residential faculty members. Data were gathered through individual structured interviews with current and former residential faculty who gave firsthand accounts of how they felt that experience impacted them.
Literature consistently showed that faculty-student interaction is very important to the development and success of students (Astin, 1993). Research has clearly demonstrated positive outcomes that result for students. The present study was undertaken because there is a dearth of research, however, regarding this impact on the faculty members themselves. Given the importance of faculty-student interaction outside of the classroom (Lundberg, 2004), it is crucial to recruit faculty for these communities. Thus, more information regarding this experience will be valuable to faculty and administrators considering working with residential colleges.
The study was conducted at a mid-sized private university in the Southeastern United States. The reason for this choice was the fact that this school has a 25-year history as a residential college system and utilizes 12-15 residential faculty members yearly. The researcher conducted interviews with 13 faculty members and coded and analyzed the data. The study findings indicated that the faculty perceived great benefits from serving as residential college faculty members. Perceived benefits as described by the participants included increased skill in teaching...
Fonte: The Eighth Sloan-C International Conference on Asynchronous Learning Networks (ALN): The Power of Online Learning: The Faculty Experience.Publicador: The Eighth Sloan-C International Conference on Asynchronous Learning Networks (ALN): The Power of Online Learning: The Faculty Experience.
Developing an example-based faculty training course
Karen K. Vignare
Anthony P. Trippe
Rochester Institute of Technology
In an effort to attract and retain students, higher education distance learning organizations
are coming to realize the importance of faculty training and support. Research has
shown that one of the factors highly correlated to student retention in the online
environment is faculty performance. (1) It is generally accepted that there is also a
connection between student satisfaction with faculty performance and student learning.
(2) (3) Student satisfaction rises when students are challenged by the faculty and
interested in the material. The presence of knowledgeable, experienced, personable,
confident and most importantly well-trained faculty creates a classroom environment
which produces student interaction and ultimately leads to a high level of student
satisfaction with the entire learning experience. This paper/presentation describes lessons
learned in the development of a faculty training course intended for faculty who plan to
present their first online course.
The course detailed in this paper is based upon the principle of placing the new faculty
member in the role of a student. Typical students are motivated and they are adults. We