Faculty Development

This article is a stub. You can help the UBC Community by expanding it.

This page is part of the Teaching and Learning Resources Portal.

Faculty development is a similarly used term to staff development and professional development, in settings that pertain to educators (Lawler and King, 2000).

Professional development for educators may include teacher training, and is usually considered pre-service, or before beginning teaching. However faculty development and professional development may both be used to refer to on-going professional learning for educators. Such learning may take place during work hours, such as "in-service" within K-12 settings, or it may be beyond work hours. These learning pursuits may be for credit or noncredit; therefore they may be with a college or university, through a school district, or private consulting agency. Additionally educators may pursue self-directed learning professional development, although the term faculty development is less commonly applied to this scope of activity.

K-12 faculty development and professional development and higher education faculty development and professional development have very different traditions, practices and terminologies. (King, 2002, 2003). Higher education faculty development is beginning to take place not just face-to-face but also online. (Lowenthal, 2008).

Bibliography

Overview

• Diaz, V., Garrett, P. B., Kinley, E. R., Moore, J. F., Schwartz, C. M., & Kohrman, P. (2009). Faculty development for the 21st century. EDUCAUSE Review, 44(3), 46-55. Permalink

• Gillespie, K. H., & Douglas L. Robertson & Associates. (2010). A guide to faculty development (2nd ed.). San Francisco, CA: Jossey-Bass. CTLT Resource Room.
• Hubball, H., Collins, J., & Pratt, D. (2005). Enhancing reflective teaching practices: Implications for faculty development programs. Canadian Journal of Higher Education, 35(3), 57-81.

• McKeachie, W. J. (2002). McKeachie's teaching tips: Strategies, research, and theory for college and university teachers. Boston, MA: Houghton Mifflin. CTLT Resource Room.
• Lawler, P. A., & King, K. P. (2000). Planning for effective faculty development: Using adult learning strategies. Malabar, FL: Krieger Publishing Company. CTLT Resource Room
• Miller, J. E., Groccia, J. E., & Professional & Organizational Development Network in Higher Education. (2011). To improve the academy: Resources for faculty, instructional, and organizational development. Volume 30. San Francisco, CA: Jossey-Bass. CTLT Resource Room.
• Sorcinelli, M. D., Austin, A. E., Eddy, P. L., & Beach, A. L. (2006). Creating the future of faculty development: Learning from the past, understanding the present. Bolton, MA: Anker. CTLT Resource Room.
• Sorcinelli, M.D. (2007). Faculty development: The challenge going forward. Peer Review, 9(4), 4.

Assessment/Impact

• Barlett, P. F., & Rappaport, A. (2009). Long-term impacts of faculty development programs: The experience of teli and piedmont. College Teaching, 57(2), 73-82. Permalink

• Berk, R. A. (2010). Why are faculty development workshops a waste of time? Journal of Faculty Development, 24(2), 49-52. Permalink

• John V Kucsera, & Marilla Svinicki. (2010). Rigorous evaluations of faculty development programs. The Journal of Faculty Development, 24(2), 5.
• Light, G., Calkins, S., Luna, M., & Drane, D. (2009). Assessing the impact of a year-long faculty development program on faculty approaches to teaching. International Journal of Teaching and Learning in Higher Education, 20(2), 168-181.
• Walstad, W. B., & Salemi, M. K. (2011). Results from a faculty development program in teaching economics. The Journal of Economic Education, 42(3), 283-293.

Faculty Development to Integrate Technologies into Teaching

• King, K. P. (2002). Keeping Pace with Technology: Educational technology that transforms. Creskill, NJ: Hampton Press.

• Fetters, M. L., & Duby, T. G. (2011). Faculty development: A stage model matched to blended learning maturation. Journal of Asynchronous Learning Networks, 15(1), 77-86.

• Ragan, L. C., Bigatel, P. M., Kennan, S. S., & Dillon, J. M. (2012). From research to practice: Towards the development of an integrated and comprehensive faculty development program. Journal of Asynchronous Learning Networks, 16(5), 71-86.

• Vaill, A. L., & Testori, P. A. (2012). Orientation, mentoring and ongoing support: A three-tiered approach to online faculty development. Journal of Asynchronous Learning Networks, 16(2), 111-119.

Online Faculty Development Program

• Krista Hiser. (2008). Taking faculty development online. Diverse Issues in Higher Education, 25(14), 29.
• Lowenthal, P. R. (2008). Online faculty development and storytelling: An unlikely solution to improving teacher quality. Journal of Online Learning and Teaching, 9(3), 349-356. Available at http://jolt.merlot.org/vol4no3/lowenthal_0908.pdf
• Villar, L. M., & Alegre, O. M. (2006). An innovative junior faculty online development programme. E-Learning, 3(4), 599-612.

Mentoring

• Bland, C. J., & American Council on Education. (2009). Faculty success through mentoring: A guide for mentors, mentees, and leaders. Lanham: Rowman & Littlefield Education.

• Co, M. &., Watson, E. D., & Camacho, M. M. (2012). Mentoring faculty of color : Essays on professional development and advancement in colleges and universities. Jefferson, NC: McFarland.

• Felten, P., Bauman, H. L., Kheriaty, A., & Taylor, E. (2013). Transformative conversations: A guide to mentoring communities among colleagues in higher education. San Francisco, CA: Jossey-Bass.

• Freeman, R. (2000). Faculty mentoring programmes. Medical Education, 34(7), 507-508.

• Golding, T. L., & Gray, E. D. (2002). Mentoring mathematics faculty: A model. Primus, 12(1), 87-95.

• Grosshans, O., Poczwardowski, A., & Trunnell, E. (2003). Senior faculty retrospectives on mentoring. American Journal of Health Education, 34(3), 146-153.

• Hammer, T., Trepal, H., & Speedlin, S. (2014). Five relational strategies for mentoring female faculty. Adultspan Journal, 13(1), 4-14.

• Johnson, K. S., Hastings, S. N., Purser, J. L., & Whitson, H. E. (2011). The junior faculty laboratory: An innovative model of peer mentoring. Academic Medicine : Journal of the Association of American Medical Colleges, 86(12), 1577-1582.

• Lewellen-Williams, C., Johnson, V. A., Deloney, L. A., Thomas, B. R., Goyol, A., & Henry-Tillman, R. (2006). The POD: A new model for mentoring underrepresented minority faculty. Academic Medicine : Journal of the Association of American Medical Colleges, 81(3), 275-279.

• Lumpkin, A. (2011). A model for mentoring university faculty. Educational Forum, 75(4), 357-368.

• Moss, J., Teshima, J., & Leszcz, M. (2008). Peer group mentoring of junior faculty. Academic Psychiatry : The Journal of the American Association of Directors of Psychiatric Residency Training and the Association for Academic Psychiatry, 32(3), 230-235.

• Tähtinen, J., Mainela, T., Nätti, S., & Saraniemi, S. (2012). Intradepartmental faculty mentoring in teaching marketing. Journal of Marketing Education, 34(1), 5-18.

Online Rerources

• MERLOT Faculty Development Portal California State University.
• Arreola, R. A., & Theall, M. The meta-profession project: Exploring and recognizing the full complexity the skills required by faculty work in higher education.

See Also

• Resources on Faculty Development for Experienced Teachers in CTLT's shared folder on Refworks.
• Mentoring (Teaching and Learning)

Help Develop This Resource

Help develop this resource! You only need to login with your CWL to edit this page.

Let us know if you found this resource helpful by filling out this short feedback form.