Faculty Development Ideas and Reflections

I’m going to attempt to create a resource for those involved in faculty development. The goal is to begin to lay out innovative ways to engage faculty in the exploration of their practice. The end goal will be to take these methods and ideas and transfer them to the classroom context.

I will include my reflections as part of this blog category, so this is not a list of quick fixes. Rather, it is a place that attempts to conceptualize faculty development as dynamic and transformative.

The top link is the most recent, and they follow in chronological order from the top down.

Faculty Development: From a Perspective of Reward

What’s your personal professional development plan?

The Future of Faculty Development & A Possible Framework

What’s your ideal teaching habitat?

Faculty development 101: Begin within

Lenses, Levers and Litheness for Faculty Development: Questions as one Mode

What adult learning theory can teach us about faculty development

Repairing Identity – Necessary for Deep Learning

From Critical Reflection to Critical Refraction

Lenses, Levers and Intellectual Litheness

Intellectual Playfulness and New Perspectives

Do you fish or cut bait? A challenge for all instructors

Reconsidering (e)portfolios: How can we give the power back?

Faculty Development 101: Challenge with Love, Plan with Conviction

Faculty Development 101: Help Imagine (and plan) Possibilities

The Economics of Teaching and Learning… Sometimes Makes Me Sad

How can we get more faculty involvement; more dialogue? A little experiment.

From Faculty Development to Faculty Learning Experiences


2 thoughts on “Faculty Development Ideas and Reflections

  1. Your profile states your interest: Critical thinking skill development within and across the disciplines. I think it is essential for students, instructors, and researchers to connect with seasoned professionals and newbies (fresh eyes) in areas outside their discipline.

    As a ThoughtVectors Open Participant, Roles such as the “lurker” is of particular interest to me: Shedding Light on Lurkers in Online Communities
    ResearchGate by B Nonnecke – ‎Cited by 84 – ‎Related articles
    the online context, lurker evokes the image of a benevolent yet responsible net … usability of the community, i.e., how communities function on lurkers’ behalf.

    Another role I play is that of “embedded librarians” in the research context: http://crln.acrl.org/content/72/3/167.full The idea behind the embedded librarianship model is to enable librarians to demonstrate their expertise as information specialists and to apply this expertise in ways that will have a direct and deep impact on the research, teaching, or other work being done. Through embedded librarianship, librarians move from a supporting role into partnerships with their clientele, enabling librarians to develop stronger connections and relationships with those they serve.

    As on online course developer and instructor, I agree that faculty development should be dynamic and transformative. I would add transparent and transliterate. http://www.slideshare.net/buffyjhamilton/transformational-strategies-for-school-librarians (see slides about participatory culture).

    1. Each of these roles, as you point out, represent different lenses we can use to help ourselves and others see the world from different perspectives. However, that’s not enough. It requires a disciplined, exploratory, open-minded, honest and responsible frame of mind. I completely agree that these roles can have a “direct and deep impact.” Transformation is a major goal of mine. I think research can transform us as well as a host of other interactions when done well. Thanks for the links.

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