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Books > Social sciences > Education > Higher & further education
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Faculty Development in the Age of Evidence - Current Practices, Future Imperatives (Hardcover)
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Faculty Development in the Age of Evidence - Current Practices, Future Imperatives (Hardcover)
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The first decade of the 21st century brought major challenges to
higher education, all of which have implications for and impact the
future of faculty professional development. This volume provides
the field with an important snapshot of faculty development
structures, priorities and practices in a period of change, and
uses the collective wisdom of those engaged with teaching,
learning, and faculty development centers and programs to identify
important new directions for practice. Building on their previous
study of a decade ago, published under the title of Creating the
Future of Faculty Development, the authors explore questions of
professional preparation and pathways, programmatic priorities,
collaboration, and assessment. Since the publication of this
earlier study, the pressures on faculty development have only
escalated-demands for greater accountability from regional and
disciplinary accreditors, fiscal constraints, increasing diversity
in types of faculty appointments, and expansion of new technologies
for research and teaching. Centers have been asked to address a
wider range of institutional issues and priorities based on these
challenges. How have they responded and what strategies should
centers be considering? These are the questions this book
addresses. For this new study the authors re-surveyed faculty
developers on perceived priorities for the field as well as
practices and services offered. They also examined more deeply than
the earlier study the organization of faculty development,
including characteristics of directors; operating budgets and
staffing levels of centers; and patterns of collaboration,
re-organization and consolidation. In doing so they elicited
information on centers' "signature programs," and the ways that
they assess the impact of their programs on teaching and learning
and other key outcomes. What emerges from the findings are what the
authors term a new Age of Evidence, influenced by heightened
stakeholder interest in the outcomes of undergraduate education and
characterized by a focus on assessing the impact of instruction on
student learning, of academic programs on student success, and of
faculty development in institutional mission priorities. Faculty
developers are responding to institutional needs for assessment, at
the same time they are being asked to address a wider range of
institutional priorities in areas such as blended and online
teaching, diversity, and the scale-up of evidence-based practices.
They face the need to broaden their audiences, and address the
needs of part-time, non-tenure-track, and graduate student
instructors as well as of pre-tenure and post-tenure faculty. They
are also feeling increased pressure to demonstrate the "return on
investment" of their programs. This book describes how these
faculty development and institutional needs and priorities are
being addressed through linkages, collaborations, and networks
across institutional units, and highlights the increasing role of
faculty development professionals as organizational "change agents"
at the department and institutional levels, serving as experts on
the needs of faculty in larger organizational discussions.
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