The Impact Of A Community College Interdisciplinary Faculty Teaching And Learning Community On Faculty Professional Development

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The Impact of a Community College Interdisciplinary Faculty Teaching and Learning Community on Faculty Professional Development

Author : Gail S. Pincus
Publisher :
ISBN 13 :
Total Pages : 370 pages
Book Rating : 4.:/5 (381 download)

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Book Synopsis The Impact of a Community College Interdisciplinary Faculty Teaching and Learning Community on Faculty Professional Development by : Gail S. Pincus

Download or read book The Impact of a Community College Interdisciplinary Faculty Teaching and Learning Community on Faculty Professional Development written by Gail S. Pincus and published by . This book was released on 1996 with total page 370 pages. Available in PDF, EPUB and Kindle. Book excerpt: My study explores the impact of participation in a faculty teaching and learning community (TLC) on the professional development of community college faculty. I address the problem that, in spite of the growth of faculty development activity in the community college during the past decade, how faculty development occurs is not well understood. Previous research generally measures the success of individual faculty development strategies without providing much insight into how development occurs. Critical change forces that are currently impacting community college teaching require effective professional development. These critical forces are: changes in the nation's population demographics, economy, and the nature of work; the technological revolution; systems thinking; and developments in our understanding of how people learn in diverse ways. My research methodology was a descriptive, interpretive case study, focused on understanding how faculty viewed their experiences while participating in a TLC planning team during the 18-month study. I conducted multiple interviews with the 11 planning team members, supported with site visits and field notes; collected documents; conducted five triangulation interviews at different sites; and participated in peer briefings with a researcher who was concurrently studying a different faculty teaching and learning community model. The TLC faculty planning team members tell the story of the evolution of their teaching and learning community in four conversations that I created from the interviews. The essence of how faculty professional development occurs through the TLC can be described as a web of inclusion. This web incorporates the personal and professional development connections which the faculty make through the learner-centered environment of their TLC. Their TLC includes, supports, and promotes all kinds of personal and professional development, including kinds described as traditional by the TLC planning team. Key factors in the planning team's perceptions of how professional development occurs are (a) that they experience any specific professional development approach within the context of personal and social interactions, and (b) that they put their leadership efforts into creating a campus climate and conditions which have the capacity to increase the possibilities for professional development to occur.

Experiences and Research on Enhanced Professional Development Through Faculty Learning Communities

Author : Blankenship, Rebecca J.
Publisher : IGI Global
ISBN 13 : 1668453339
Total Pages : 328 pages
Book Rating : 4.6/5 (684 download)

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Book Synopsis Experiences and Research on Enhanced Professional Development Through Faculty Learning Communities by : Blankenship, Rebecca J.

Download or read book Experiences and Research on Enhanced Professional Development Through Faculty Learning Communities written by Blankenship, Rebecca J. and published by IGI Global. This book was released on 2022-06-24 with total page 328 pages. Available in PDF, EPUB and Kindle. Book excerpt: Faculty learning communities are a fairly new ideology that is gaining traction among educators and institutions. These communities have numerous benefits on professional development such as enhancing educator preparedness and learning. The possibilities of these communities are endless; however, further study is required to understand how these learning communities work and the best practices and challenges they face. Experiences and Research on Enhanced Professional Development Through Faculty Learning Communities shares the experiences and research related to the enhanced professional development received by university faculty and staff participating in a series of collaborative faculty learning communities. The book, using qualitative, quantitative, and mixed methodologies, considers educator experiences as participants in the faculty learning communities, what they learned, and how they applied and implemented best practices in their courses. Covering topics such as curricula, course design, and rubrics, this reference book is ideal for administrators, higher education professionals, program developers, program directors, researchers, academicians, scholars, practitioners, instructors, and students.

Faculty Learning Communities

Author : Kristin N. Rainville
Publisher : IAP
ISBN 13 :
Total Pages : 493 pages
Book Rating : 4.8/5 (873 download)

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Book Synopsis Faculty Learning Communities by : Kristin N. Rainville

Download or read book Faculty Learning Communities written by Kristin N. Rainville and published by IAP. This book was released on 2024-02-01 with total page 493 pages. Available in PDF, EPUB and Kindle. Book excerpt: This edited book on Faculty Learning Communities (FLCs) provides and explores powerful examples of FLCs as a impactful form of professional learning for faculty in higher education. The chapters describe faculty learning community initiatives across different fields of study and within dynamic and flexible teaching and learning models. Contributing authors provide a framework for faculty learning communities, show the impact of faculty learning communities on teaching practices or student learning, and describe how these communities of practice can lead to institutional change. The book’s foreword, by Milton D. Cox, investigates the changes in the FLC world over the past decade: the influence of Communities of Practices (CoP), recent recommendations about virtual FLCs and CoPs, and the positive affirmation for FLCs that implementation science has provided.

Developing Faculty Learning Communities at Two-Year Colleges

Author : Susan Sipple
Publisher : Taylor & Francis
ISBN 13 : 1000979849
Total Pages : 155 pages
Book Rating : 4.0/5 (9 download)

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Book Synopsis Developing Faculty Learning Communities at Two-Year Colleges by : Susan Sipple

Download or read book Developing Faculty Learning Communities at Two-Year Colleges written by Susan Sipple and published by Taylor & Francis. This book was released on 2023-07-03 with total page 155 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book introduces community college faculty and faculty developers to the use of faculty learning communities (FLCs) as a means for faculty themselves to investigate and surmount student learning problems they encounter in their classrooms, and as an effective and low-cost strategy for faculty developers working with few resources to stimulate innovative teaching that leads to student persistence and improved learning outcomes.Two-year college instructors face the unique challenge of teaching a mix of learners, from the developmental to high-achievers, that requires using a variety of instructional strategies and techniques. Even the most experienced teachers can find this diversity demanding.Faculty developers at many two-year colleges still rely solely on the one-day workshop model that, while useful, rarely results in sustained student-centered changes in pedagogy or the curriculum, and may not be practicable for the growing cohort of part-time faculty members.By linking work in the classroom with scholarship and reflection, FLCs provide participants with a sense of renewed engagement and stimulate collegial exploration of ways to achieve educational excellence. FLCs are usually faculty-instigated and cross-disciplinary, and comprise groups of six to fifteen faculty that work collaboratively through regular meetings over an extended period of time to promote research and an exchange of experiences, foster community, and develop the scholarship of teaching. FLCs alleviate burnout and isolation, promote the development, testing, and peer review of new classroom strategies or technologies, and lead to the reenergizing and professionalization of teachers.This book introduces the reader to FLCs and to the Scholarship of Teaching and Learning, offering examples of application in two-year colleges. Individual chapters describe, among others, an FLC set up to support course redesign; an “Adjunct Connectivity FLC” to integrate part-time faculty within a department and collaborate on the curriculum; a cross-disciplinary FLC to promote student self-regulated learning, and improve academic performance and persistence; a critical thinking FLC that sought to define critical thinking in separate disciplines, examine interdisciplinary cross-over of critical thinking, and measure critical thinking more accurately; an FLC that researched the transfer of learning and developed strategies to promote students’ application of their learning across courses and beyond the classroom. Each chapter describes the formation of its FLC, the processes it engaged in, what worked and did not, and the outcomes achieved.Just as when college faculty fail to remain current in their fields, the failure to engage in continuing development of teaching skills, will equally lead teaching and learning to suffer. When two-year college administrators restrain scholarship and reflection as inappropriate for the real work of the institution they are in fact hindering the professionalization of their teaching force that is essential to institutional mission and student success.When FLCs are supported by leaders and administrators, and faculty learn that collaboration and peer review are valued and even expected as part of being a teaching professional, they become intrinsically motivated and committed to collaboratively solving problems, setting the institution on a path to becoming a learning organization that is proactive and adept at navigating change.

Faculty Development

Author : Farrell Hoy Jenab
Publisher : Rowman & Littlefield
ISBN 13 : 1475859090
Total Pages : 155 pages
Book Rating : 4.4/5 (758 download)

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Book Synopsis Faculty Development by : Farrell Hoy Jenab

Download or read book Faculty Development written by Farrell Hoy Jenab and published by Rowman & Littlefield. This book was released on 2021-11-15 with total page 155 pages. Available in PDF, EPUB and Kindle. Book excerpt: Faculty Development: Creating a Collaborative Culture in Community Colleges addresses how faculty developers work with changes and challenges in teaching within the community college context. Using a multi-case study design based on semi-structured interviews, document analysis, focus groups and surveys, the book examines faculty development within six community college contexts. Three of these case studies, conducted before the Covid-19 pandemic, attended to how the Scholarship of Teaching and Learning (SoTL) and Faculty Learning Communities (FLCs) were pillars for faculty development. The other three case studies feature the pivot that faculty developers and faculty made at their institutions in response to the COVID-19 pandemic. In these cases, it is seen how faculty development shifts from long-term, sustained initiatives such as SOTL and FLCs to just-in-time (JiT) faculty development, as well as virtual and collaborative faculty development. As teaching models continue to evolve and faculty development takes hold in community colleges, this book features the role of collaboration as an essential component of faculty development, as well as what supports exist within the community college context to provide faculty with continual professional development.

Building Faculty Learning Communities

Author : Milton D. Cox
Publisher : John Wiley & Sons
ISBN 13 : 1118216822
Total Pages : 198 pages
Book Rating : 4.1/5 (182 download)

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Book Synopsis Building Faculty Learning Communities by : Milton D. Cox

Download or read book Building Faculty Learning Communities written by Milton D. Cox and published by John Wiley & Sons. This book was released on 2011-10-07 with total page 198 pages. Available in PDF, EPUB and Kindle. Book excerpt: Changing our colleges and universities into learning institutions has become increasingly important at the same time it has become more difficult. Faculty learning communities have proven to be effective for addressing institutional challenges, from preparing the faculty of the future and reinvigorating senior faculty, to implementing new courses, curricula, and campus initiatives on diversity and technology. The results of faculty learning community programs parallel for faculty members the results of student learning communities for students, such as retention, deeper learning, respect for other cultures, and greater civic participation. The chapters in this issue of New Directions for Teaching and Learning describe from a practitioner's perspective the history, development, implementation, and results of faculty learning communities across a wide range of institutions and purposes. Institutions are invited to use this volume to initiate faculty learning communities on their campuses. This is the 97th issue of the quarterly journal New Directions for Teaching and Learning.

Faculty Learning Communities

Author : Kristin N. Rainville
Publisher : IAP
ISBN 13 :
Total Pages : 512 pages
Book Rating : 4.8/5 (873 download)

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Book Synopsis Faculty Learning Communities by : Kristin N. Rainville

Download or read book Faculty Learning Communities written by Kristin N. Rainville and published by IAP. This book was released on 2024-03-01 with total page 512 pages. Available in PDF, EPUB and Kindle. Book excerpt: This edited book on Faculty Learning Communities (FLCs) provides and explores powerful examples of FLCs as a impactful form of professional learning for faculty in higher education. The chapters describe faculty learning community initiatives focused on diversity, equity, and belonging in higher education. Contributing authors provide a framework for faculty learning communities and how these communities can offer faculty a place and space to explore antiracist and social justice-oriented teaching. show the impact of faculty learning communities on teaching practices or student learning, and describe how these communities of practice can lead to institutional change. The book’s foreword, by Milton D. Cox, investigates the past and future of faculty learning communities focused on diversity and equity.

Interdisciplinary Team Teaching

Author : Reneta D. Lansiquot
Publisher : Springer Nature
ISBN 13 : 3030563022
Total Pages : 170 pages
Book Rating : 4.0/5 (35 download)

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Book Synopsis Interdisciplinary Team Teaching by : Reneta D. Lansiquot

Download or read book Interdisciplinary Team Teaching written by Reneta D. Lansiquot and published by Springer Nature. This book was released on 2020-11-09 with total page 170 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book explores the community of practice at New York City College of Technology engaged in interdisciplinary team teaching. Professors report on their high-impact practices when they combine the assets of different disciplines. Chapters feature examples of the innovative curriculum resulting from a true interdisciplinary system, including place-based learning. The book also discusses questions of validity and measuring the influence of high-impact practice within interdisciplinary co-teaching.

A Study of the Nature of Faculty Professional Development in Community College Learning Communities

Author : Beverlye J. Brown
Publisher :
ISBN 13 :
Total Pages : 618 pages
Book Rating : 4.:/5 (539 download)

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Book Synopsis A Study of the Nature of Faculty Professional Development in Community College Learning Communities by : Beverlye J. Brown

Download or read book A Study of the Nature of Faculty Professional Development in Community College Learning Communities written by Beverlye J. Brown and published by . This book was released on 2003 with total page 618 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to investigate how the processes and practices of teachers in learning communities in an urban/suburban midwestern community college district contributed to faculty professional development. A case study was used as the research design for this study. The study indicated that teaching in learning communities positively affected teachers' self-perception, their perception of students, colleagues, and of teaching and learning. The study indicated that the conversation in learning communities contributed to shared connection among teachers and students. The study indicated how teachers negotiated discipline boundaries, constructed knowledge and developed their professional practice. Future research should focus on how teachers create a learning community for themselves when they are teaching in learning communities, how teaching in learning communities affects part-time teachers, and how gender and race/ethnicity may impact the experience of teachers in learning communities.

Civic Engagement Pedagogy in the Community College: Theory and Practice

Author : Emily Schnee
Publisher : Springer
ISBN 13 : 3319229451
Total Pages : 282 pages
Book Rating : 4.3/5 (192 download)

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Book Synopsis Civic Engagement Pedagogy in the Community College: Theory and Practice by : Emily Schnee

Download or read book Civic Engagement Pedagogy in the Community College: Theory and Practice written by Emily Schnee and published by Springer. This book was released on 2015-11-19 with total page 282 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book will help post-secondary educators to discover the joys and challenges of implementing theoretically grounded civic engagement projects on their campuses. The essays on civic engagement and public scholarship are written by an interdisciplinary group of community college faculty who have designed and implemented civic engagement projects in their classrooms. The projects they describe stand at the intersection of research, theory and pedagogy. They challenge dominant constructions of civic engagement as students bring their community, culture and history into the classroom. The authors consider the particular complexities and constraints of doing civically engaged teaching and scholarship at the community college level and situate their projects within current theoretical debates about civic engagement, public scholarship, and public higher education.

The Craft of Community-Engaged Teaching and Learning

Author : Marshall Welch
Publisher : Campus Compact
ISBN 13 : 173390283X
Total Pages : 250 pages
Book Rating : 4.7/5 (339 download)

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Book Synopsis The Craft of Community-Engaged Teaching and Learning by : Marshall Welch

Download or read book The Craft of Community-Engaged Teaching and Learning written by Marshall Welch and published by Campus Compact. This book was released on 2019-09-05 with total page 250 pages. Available in PDF, EPUB and Kindle. Book excerpt: Using a conversational voice, the authors provide a foundation as well as a blueprint and tools to craft a community-engaged course. Based on extensive research, the book provides a scope and sequence of information and skills ranging from an introduction to community engagement, to designing, implementing, and assessing a course, to advancing the craft to prepare for promotion and tenure as well as how to become a citizen-scholar and reflective practitioner. An interactive workbook that can be downloaded from Campus Compact accompanies this tool kit with interactive activities that are interspersed throughout the chapters. The book and workbook can be used by individual readers or with a learning community.

Expanding the Vision of Faculty Learning Communities in Higher Education

Author : Kristin N. Rainville
Publisher : IAP
ISBN 13 :
Total Pages : 496 pages
Book Rating : 4.8/5 (873 download)

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Book Synopsis Expanding the Vision of Faculty Learning Communities in Higher Education by : Kristin N. Rainville

Download or read book Expanding the Vision of Faculty Learning Communities in Higher Education written by Kristin N. Rainville and published by IAP. This book was released on 2024-04-01 with total page 496 pages. Available in PDF, EPUB and Kindle. Book excerpt: This edited book on Faculty Learning Communities (FLCs) explores the ways in which FLCs have expanded across platforms, spaces, and focus while maintaining the core values and elements of original FLCs. The first section investigates ways that FLCs support faculty retention, teaching, and scholarship. The second section offers examples of FLCs focused on teaching that is responsive to student learning. The third section explores the move to online and virtual FLCs. The fourth section explores FLCs that create and foster faculty belonging, communities of care, and the integration of mindfulness. The fifth section looks at multi-year, long-term progression and impact of FLCs. The book’s foreword, by Milton D. Cox, investigates the evolution of leadership of and within faculty learning communities as they expand.

Handbook of STEM Faculty Development

Author : Sandra M. Linder
Publisher : IAP
ISBN 13 :
Total Pages : 416 pages
Book Rating : 4.8/5 (873 download)

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Book Synopsis Handbook of STEM Faculty Development by : Sandra M. Linder

Download or read book Handbook of STEM Faculty Development written by Sandra M. Linder and published by IAP. This book was released on 2022-12-01 with total page 416 pages. Available in PDF, EPUB and Kindle. Book excerpt: Faculty in the science, technology, engineering, and mathematics (STEM) disciplines face intensifying pressures in the 21st century, including multiple roles as educator, researcher, and entrepreneur. In addition to continuously increasing teaching and service expectations, faculty are engaged in substantive research that requires securing external funding, mentoring other faculty and graduate students, and disseminating this work in a broad range of scholarly outlets. Societal needs of their expertise include discovery, innovation, and workforce development. It is critical to provide STEM faculty with the professional development to support their complex roles and to base this development on evidence derived from research. This edited handbook provides STEM stakeholders with an opportunity to share studies and/or experiences that explore STEM faculty development (FD) in higher education settings. More specifically, we include work that examines faculty development planning, techniques/models, experiences, and outcomes focused on supporting the teaching, research, service, and leadership responsibilities of STEM faculty. The Handbook is suited for researchers and practitioners in STEM, STEM Education, Mathematics, Science, Technology, and Engineering disciplines. It is also suited towards faculty developers, higher education administrators, funding agencies, industry leaders, and the STEM community at large. This handbook is organized around three constructs (INPUTS, MECHANISMS, and OUTPUTS). The STEM faculty development inputs construct focuses on topics related to the characteristics of faculty members and institutions that serve as barriers or supports to the adoption and implementation of holistic STEM faculty development programs. Questions addressed in the handbook around this topic include: What barriers/supports exist for STEM faculty? How are these barriers/supports being addressed through STEM FD? How do contexts (e.g., economic, political, historical) influence faculty/administrative needs related to STEM FD? How do demographics (e.g., gender, ethnicity, age, family background) influence faculty/administrative needs related to STEM FD? The STEM faculty development mechanisms construct focuses on topics related to the actual implementation of STEM faculty development and we consider the potential models or structures of STEM faculty development that are currently in place or conceptualized in theory. Questions addressed in the handbook around this topic include: What are the processes for developing models of STEM FD? What are effective models of STEM FD? How is effectiveness determined? What roles do stakeholders (e.g., faculty, administration, consultants) play within STEM FD mechanisms? The STEM faculty development outputs construct focuses on how to best understand the influence of STEM faculty development on outcomes such as productivity, teacher quality, and identity in relation to faculty development. Questions addressed in the handbook around this topic include: How has STEM FD influenced higher education practices and settings? What are appropriate output measures and how are they used in practice? What collaborations emerge from STEM FD? How does STEM FD affect other STEM stakeholders (e.g. students, administration, business, community)? The aim for this handbook was to examine the multifaceted demands of faculty roles, and together with members of the STEM education community, envision pathways through which universities and individuals may support STEM colleagues, regardless of their experience or rank, to enjoy long and satisfying careers. Our hope is for these chapters to aid readers in deep reflection on challenges faculty face, to contemplate adaptations of models presented, and to draw inspiration for creating or engaging in new professional development programs. Chapters across this handbook highlight a variety of institutional contexts from 2-year technical colleges, to teaching-focused institutions, in addition to research-centric settings. Some chapters focus primarily on teaching and learning practices and offer models for improving STEM instruction. Others focus on barriers that emerge for STEM faculty when trying to engage in development experiences. There are chapters that examine tenure structures in relation to faculty development and how STEM FD efforts could support research endeavors. Mentorship and leadership models are also addressed along with a focus on equity issues that permeate higher education and impact STEM FD. It is our sincere hope that this Handbook sparks increased discourse and continued explorations related to STEM FD, and in particular, the intentional focus of faculty development initiatives to extend to the many facets of academic life.

Teaching & Learning in the Community College

Author : Terry O'Banion
Publisher :
ISBN 13 :
Total Pages : 344 pages
Book Rating : 4.3/5 (91 download)

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Book Synopsis Teaching & Learning in the Community College by : Terry O'Banion

Download or read book Teaching & Learning in the Community College written by Terry O'Banion and published by . This book was released on 1994 with total page 344 pages. Available in PDF, EPUB and Kindle. Book excerpt: Faculty development, student learning, TQM, effectiveness measurement, programs, etc.

The Faculty Factor

Author : Jennifer E. Eidum
Publisher : Taylor & Francis
ISBN 13 : 1000981029
Total Pages : 235 pages
Book Rating : 4.0/5 (9 download)

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Book Synopsis The Faculty Factor by : Jennifer E. Eidum

Download or read book The Faculty Factor written by Jennifer E. Eidum and published by Taylor & Francis. This book was released on 2023-07-03 with total page 235 pages. Available in PDF, EPUB and Kindle. Book excerpt: This practical resource examines how colleges and universities foster sustainable faculty involvement in living learning communities (LLCs). This volume delivers evidence-based research as well as practical examples and voices from the field, to guide and support faculty serving in different capacities in LLCs, to serve as a resource for student affairs practitioners collaborating with faculty in residential environments, and to offer guidance to administrators developing new and revising existing LLC programs.This book demonstrates that faculty are key to creating equitable, engaging, and sustainable LLCs in diverse higher education settings. Chapters delve into both the micro-level experiences of individual faculty – and their families, as in the vignettes at the beginning of each chapter – and the macro-level campus-wide planning that positions LLCs as a meaningful learning experience for students. The book is divided into three sections. The chapters in the first section envision a future of faculty-student engagement that meets the needs of new-majority students and faculty through intentional planning and forward-looking models of faculty engagement. Campus culture and administrator involvement play important roles in creating residential spaces where equity and inclusion are prioritized among students and faculty. The second section outlines ways to capitalize on faculty and residential life partnerships for successful LLCs. Authors focus on key areas of LLC development, including collaboration on programming, co-developing LLC curricula, fostering broad campus partnerships, and creating the conditions for effective faculty-student engagement. The third section serves as a resource for new and seasoned faculty-in-residence (FIR) who may wish to better understand their roles, as well as the roles and expectations for partners and families living with them, and strive to find a reasonable work-life balance. The chapters detail the lived experiences of FIR—they provide both a theoretical context as well as concrete ideas for new and seasoned faculty members who are serving LLCs.In the conclusion the editors look toward the future of faculty involvement in LLCs. They explore pathways for both expanding and deepening faculty involvement in LLCs and underscore the many avenues for faculty support and incentives presented throughout the book to enable administrators, staff, and faculty themselves to advocate for resources they need to thrive while working with students in LLCs. A Series on Engaged Learning and Teaching Book. Visit the books’ companion website, hosted by the Center for Engaged Learning, for book resources.

Delivering on the Promise of High-Impact Practices

Author : John Zilvinskis
Publisher : Taylor & Francis
ISBN 13 : 1000971872
Total Pages : 331 pages
Book Rating : 4.0/5 (9 download)

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Book Synopsis Delivering on the Promise of High-Impact Practices by : John Zilvinskis

Download or read book Delivering on the Promise of High-Impact Practices written by John Zilvinskis and published by Taylor & Francis. This book was released on 2023-07-03 with total page 331 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research shows that enriching learning experiences such as learning communities, service-learning, undergraduate research, internships, and senior culminating experiences – collectively known as High-Impact Practices (HIPs) – are positively associated with student engagement; deep, and integrated learning; and personal and educational gains for all students – particularly for historically underserved students, including first-generation students and racially minoritized populations. While HIPs’ potential benefits for student learning, retention, and graduation are recognized and are being increasingly integrated across higher education programs, much of that potential remains unrealized; and their implementation frequently uneven. Colleges are eager to use the HIP nomenclature for recruitment, promoting equity for traditionally underserved student populations, and preparing lifelong learners and successful professionals. However, HIPs defy easy categorization or standardized implementation. They rely on fidelity, quality, and consistency – being “done well” – to achieve their learning outcomes; and, above all, require attention to access and equity if they are to fulfill their promise of benefitting all student populations equally.The goal of Delivering on the Promise of High-Impact Practices is to provide examples from around the country of the ways educators are advancing equity, promoting fidelity, achieving scale, and strengthening assessment of their own local high-impact practices. Its chapters bring together the best current scholarship, methodologies, and evidence-based practices within the HIPs field, illustrating new approaches to faculty professional development, culture and coalition building, research and assessment, and continuous improvement that help institutions understand and extend practices with a demonstrated high impact. For proponents and practitioners this book offers perspectives, data and critiques to interrogate and improve practice. For administrators it provides an understanding of what’s needed to deliver the necessary support.

Reconceptualizing Faculty Development in Service-learning/community Engagement

Author : Becca Berkey
Publisher : Emerald Group Publishing Limited
ISBN 13 : 9781620366134
Total Pages : 0 pages
Book Rating : 4.3/5 (661 download)

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Book Synopsis Reconceptualizing Faculty Development in Service-learning/community Engagement by : Becca Berkey

Download or read book Reconceptualizing Faculty Development in Service-learning/community Engagement written by Becca Berkey and published by Emerald Group Publishing Limited. This book was released on 2018 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The role of educational developer in the realm of service-learning and community engagement (S-LCE) is multidimensional. Given the potentially transformational nature--for both faculty and students--of the experiences and courses in whose design they may be directly or indirectly involved, as well as their responsibility to the communities served by these initiatives, they have to be particularly attentive to issues of identity, values, and roles. As both practitioners and facilitators, they are often positioned as third-space professionals. This edited volume provides educational developers and community engagement professionals an analysis of approaches to faculty development around service-learning and community engagement. Using an openly self-reflective approach, the contributors to this volume offer an array of examples and models, as well as realistic strategies, to empower readers to evolve their faculty development efforts in service-learning and community engagement on their respective campuses. It is also a call for recognition that the practice of S-LCE needs to be institutionalized and improved. The book further addresses the field's potential contributions to scholarship, such as the scholarship of teaching and learning (SoTL), publically engaged scholarship, and collaborative inquiry, among others. The case studies provide an outline of program models and promising practices, including an authentic analysis of the institutional context within which they operate, the positionality of the practitioner-scholars overseeing them, the resources required, and the evidence related to both successes and challenges of these approaches. The contributed chapters are organized under four themes: the landscape of faculty development and community engagement; models of faculty development in S-LCE; challenges and opportunities in pedagogy and partnerships; and engendering change in educational development.