Scaffolded Faculty Development Programming

Volume 38, Number 1, January 2024

Highlighted Articles

Informal Mentoring, Diversity, and Identity Development for Faculty Members by: Long, D.; Geer, C.; & Barbour, C.

Abstract

Informal mentorship for faculty development in higher education warrants additional acknowledgement and consideration. Key concepts, considerations, and actions are offered to further recognize, promote, and advance informal mentorship, particularly with early stage faculty members. The importance of social interaction and feedback for faculty member development and identity formation is examined using symbolic interactionism. The relevance of race and gender with informal mentorship and regarding bias and discriminatory practices is provided. Gains associated with informal mentorship are identified and explored. Concrete, practical takeaways for consideration by educators interested in informal mentoring are presented.

Using Communities of Practice to Navigate the Professoriate in Contemporary Academia: A Co/Autoethnography of Seven University Faculty by: McCole, D.; Bobilya, A.; Lindley, B.; Holman, T.; Shirilla, P.; Jacobs, J.; & McAvoy, L.

Abstract

Life in academia can be difficult. Studies of faculty show high levels of stress leading to impaired productivity, exhaustion, pessimism, and disillusionment. Methods for addressing workplace stress including mentoring, professional/social interaction, and work-family enrichment have been well documented. This co/autoethnographic study examined a Community of Practice (CoP) composed of seven university faculty members over a 20-year period. A CoP can mitigate the stressors of academic careers, while improving quality of life. This study examined the role of our CoP in our personal and professional lives. Emergent themes included: professional development, shared play, and commitment, ultimately forming a community of care. This study and its findings may be useful for both faculty and those involved in faculty development.

Promoting Faculty Wellbeing & Balance in Faculty Development

Volume 37, Number 1, January 2023

Highlighted Articles

Talent Development for Faculty: The Case of Higher Education Minority-serving Institutions by: Rajasekar, James; Al-Asfour, Ahmed; Boomer, Holly

Abstract

Despite the rise of mainstream higher education institutions, minority groups who have attended these institutions experienced challenges of retention, persistence, and low graduation rate. Because of these issues and others, such as segregation and racism, minority groups such as African and Native Americans found an opportunity to self-educate their people and communities. The need to self-educate was the momentum to create institutions such as Historically Black Colleges and Universities and Tribal Colleges and Universities. Minority-Serving Institutions (MSIs) of higher education is an interesting case to study as each is designed with unique objectives, goals, missions, and visions. The study aims to explore faculty TD trends and issues at MSIs in the United States. Because there are a few studies published about MSIs faculty members, especially in the areas of professional development and TD, this current comprehensive study about faculty TD at MSIs can set the foundation for following studies for more effective practices and future research on TD, professional development, and Human Resource Development (HRD) for faculty members teaching at MSIs.

Co-Creating Spaces for Full Selves: Student-facilitated Pedagogy Circles for BIPOC Faculty by: Cook-Sather, Alison; Stewart, Kaylyn (Kayo); Ameyaa, Rhoda Akua; Jones, Lela Aisha.

Abstract

In predominantly white institutions, BIPOC faculty experience the perpetual stressors of systemic inequity and imposter syndrome. COVID-19 added pandemic-induced traumatic stress. On top of both of these and out of care for all, but particularly BIPOC, students, female BIPOC faculty took on additional emotional labor during the pandemic. Acknowledging these realities, our teaching and learning institute created a new forum: "Pedagogy Circle for BIPOC Faculty." Co-facilitated by two BIPOC student partners, this counter-space promotes wellbeing for participating faculty and student facilitators through inviting them to bring their full selves to a focus on presence, not only revisions of pedagogical practice.

Trauma-informed Pedagogy in Faculty Development

Volume 37, Number 2, May 2023

Highlighted Articles

Leveraging Student-Student Learning and Pedagogical Partnerships to Develop Faculty Teaching By Bastian, Heather & Dinkins, Heather

Abstract

This article presents research findings on a program that combines elements of student-student learning and pedagogical partnerships as a faculty development tool. The study sought to identify the instructional practices of faculty participants who worked with students as partners and their motivations for change. Data was collected through surveys and interviews with faculty and student partners. The findings suggested that students who work as partners with both students and faculty simultaneously can affect positive changes in faculty teaching, especially when scaffolded with other faculty development opportunities.

Dismantling Disciplinary Silos: A Faculty Learning Community Facilitates Interdisciplinary Teaching Development by: Lemelin, Cosette; Gross, Cole D.; Bertholet, Renette; Gares, Sheryl; Hall, Mark; Henein, Hani; Kozlova, Valentina; Spila, Michelle; Villatoro, Valentin Tino; Haave, Neil

Abstract

This study explored how the interdisciplinary nature of a Faculty Learning Community (FLC) promoted the professional development of participants' teaching. Participants reported gaining new insights into implementing active learning and mitigating student resistance to learning (the FLC topic). FLC members experienced a connection and affinity with instructors outside their discipline due to the interdisciplinary nature of the FLC. The confidential and collaborative environment of the FLC was promoted by the absence of hierarchy across participants. Key roles that facilitated and leveraged the faculty development within the FLC are discussed.

Engaging Faculty through Faculty Development

Volume 37, Number 3, September 2023

Highlighted Articles

Professional Development for Online Faculty: Supporting Conceptual Change Through Conceptual Conflict Activities By Dyer, La Tonya; Song, Liyan

Abstract

Faculty development activities offered within post-secondary educational institutions tend to focus on developing skills instead of directly addressing faculty conceptual views and beliefs that may affect their successful adoption of instruction within the online environment. This qualitative multi-case study bridges a gap in the current literature by introducing a professional development module designed to afford participants an opportunity to experience the conceptual change process. Participating in the conceptual conflict module resulted in faculty experiencing the different stages of the conceptual change process. As a result, case participants declared their beliefs, assumptions, and attitudes; revealed areas of concern; and identified plausible solutions to address those concerns.

Developing General Education Faculty: A Three-Tiered Approach to Engagement by: Fairchild, Jennifer; Kimmel, Krista; Strada, John

Abstract

Research has consistently demonstrated that investment in faculty development programs increases student learning and instructor engagement (Bigatel & Williams, 2015; Cydis et al., 2015; Wilder, 2020). In general education classes, engaged faculty are of the utmost importance, given that students are often resistant to taking these courses for a number of reasons. Thus, we propose a three-tiered system to engage faculty teaching general education courses. This three-tiered approach focuses on not only the development of faculty as teachers but also supports their growth as professionals and leaders. This approach includes strategies for training, mentoring, and sponsoring general education faculty in their professional development and engagement.

Surviving Vs. Thriving: The Challenges and Needs of Academic Medical Faculty By: Kin, Cindy; Yang, Rachel; Albers, Autumn; Jiminez, Jose; Facente, Shelley N.; Girod, Sabine

Abstract

Worsening academic medical faculty attrition is a threat to medical education. To maintain a robust medical educator workforce, we must understand the experiences of academic physicians. This qualitative study aimed to identify challenges and facilitators of success. Among women, the physical and emotional stressors associated with pregnancy and parenting were in constant tension with professional aspirations. Men and women both found professional success elusive due to unclear metrics for success, lack of cooperation and mentorship, and competing clinical and academic priorities. Academic medical centers must address the specific barriers for men and women to allow all medical faculty to thrive.