Bibliographies: 'Workshop on Faculty Development' – Grafiati (2024)

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Purpose The purpose of this paper is to describe the development, implementation and impact evaluation of an interactive theater-based workshop by the ADVANCE program at the University of New Hampshire (UNH). The workshop is part of a larger institutional transformation program funded by the National Science Foundation. Design/methodology/approach This institutional transformation program relied upon a systems approach to diagnose potential causes for the underrepresentation of women faculty in certain disciplines. This revealed that increasing awareness of, and reducing, implicit gender bias among members of faculty search committees could, in time, contribute to increasing the representation of women faculty at UNH. A committee charged with developing a faculty workshop to achieve this change identified interactive theater as an effective faculty training approach. The committee oversaw the development of customized scripts, and the hiring of professional actors and a facilitator to implement the workshop. Findings The workshop’s effectiveness in fulfilling its goals was assessed using faculty hiring and composition data, program evaluations, participant interviews and questions in an annual faculty climate survey. Findings indicate that the representation of women faculty increased significantly at UNH since the implementation of the interactive theater workshop. Analysis of the multiple sources of data provides corroborating evidence that a significant portion of the increase is directly attributable to the workshop. Originality/value This paper demonstrates the effectiveness of interactive theater-based workshops in an academic environment and of the systems approach in diagnosing and solving organizational problems.

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Active learning has been shown to improve student outcomes and learning, yet organic chemistry instructors have been slow to adopt these pedagogies. The Chemistry Collaborations, Workshops, and Communities of Scholars (cCWCS) Active Learning in Organic Chemistry (ALOC) workshops have sought to facilitate the adoption of active learning methods by helping participants define active learning and understand best practices, persuading them to incorporate these practices into their teaching, and supporting their implementation efforts through an online community, Organic Educational Resources (OrganicERs.org). The effectiveness of the workshops was measured over a two-year period using teaching self-efficacy and teaching practices instruments. Comparison to pre-workshop self-efficacy surveys found significant and sustained gains for knowledge about and belief in the efficacy of active learning methods (d = 1.18 compared to pre-workshop responses) and confidence in intention to implement (d = 0.60). Belief that they were implementing more active learning in their classrooms (d = 0.85) was corroborated by the teaching practices survey and survey of class time allocation which also showed statistically significant (p < 0.001) and sustained growth in student centered teaching (d = 1.00), formative assessment (d = 1.04), student–student interactions (d = 0.96), and the amount of class time spent with students working in groups (d = 0.68) for the workshop participants. Gains for participants in the 3 hour Active Learning in Organic Chemistry workshops at the 2016 Biennial Conference on Chemical Education (BCCE) were smaller than those in the 4 day ALOC workshops, but still meaningful. These results indicate that the 2015 and 2016 Active Learning in Organic Chemistry faculty development workshops effectively increased participants’ knowledge about, belief in the efficacy of, and implementation of active learning methods.

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The POGIL-PCL (Process-Oriented Guided Inquiry Learning in the Physical Chemistry Laboratory) project has developed a series of workshops to introduce faculty to POGIL-PCL and to facilitate the development of new experiments. More than 60 faculty members from various institutions have attended these workshops. Workshop participants were surveyed in order to evaluate the effectiveness of the workshop and better understand why faculty choose to adopt POGIL-PCL. Of the participants who completed the survey, 77% had used POGIL-PCL experiments. The results of the survey show that personal influence is a major factor in all stages of the adoption process.

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ABSTRACT Background: Faculty development initiatives to improve emergency department (ED) teaching are compromised by the paucity of information about what behaviours and characteristics are desirable in an emergency medicine (EM) teacher. Objectives: To design and evaluate a learner-centred, interactive faculty development workshop based on original ED teaching research. Methods: Registrants for a university-based faculty development workshop on ED teaching completed a needs assessment and pre-workshop self-reflection exercise. Responses were grouped into 3 themes derived from the ambulatory teaching literature and a recent survey of expert clinical EM teachers and learners. Participants underwent a half-day workshop consisting of 1 large group interactive session and 3 small group sessions using role playing, practice reflection, real time review of hard copy resources, and brainstorming. Evaluation included a post-event ordinal scale questionnaire and a 4-month follow-up short answer survey, both measuring participants' perceptions of workshop effectiveness. Results: Fifteen faculty participated. The needs assessment identified “Common mistakes,” “Teaching efficiently” and “Dealing with the difficult learner” as themes. All 15 completed evaluations, rating the workshop as relevant (4.6/5), specific to their needs (4.4/5) and useful (4.5/5). At 4 months, 10 out of 10 respondents reported success at implementing new techniques and 8 reported greater confidence in teaching. The most common new techniques were: setting better learning objectives, giving better feedback, actively seeking teaching opportunities, and identifying a teaching point. Conclusions: Learner-centred faculty development meets perceived needs of faculty and can result in participants trying new teaching strategies.

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The purpose of this qualitative study was to explore the range of consequences of a professional development workshop for two- and four-year college astronomy faculty. Its focus was how faculty participants chose to incorporate ideas and teaching strategies from the workshop with their own teaching ideas and practices. Data included pre- and post-workshop open-ended survey responses on teaching strategies from 126 faculty, follow-up online survey responses on reported teaching practices from forty-one faculty, semi-structured interviews and classroom observations with five faculty "heavy adopters" of the workshop teaching techniques, and surveys from their students. Analytical techniques used were both traditional, such as clustering, counting, and iterative descriptive coding (Miles and Huberman, 1994); as well as non-traditional, such as circle graphs (Aumann et al., 1999), and analysis of linguistic metaphors (Martin and Lueckenhausen, 2005). The main consequence of this study is that faculty development workshops can help support faculty as they create their own teaching path, and support their students in doing the same. Faculty participants reported incorporating workshop teaching strategies to their teaching practice following their participation. Interviews with and classroom observations with the five "heavy adopters" characterized how each individual retrofitted the techniques to suit his or her own teaching approaches, as revealed by their dominant teaching metaphor, as well as the metaphors used by their students to describe their classes.

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This case study addresses gaps in the global learning, transformational learning, and professional development literature. Research is lacking on the questions of if and how university faculty members view global learning curricula as transformational learning as a result of professional development and how this transformational learning applies to their teaching of global learning curricula. This study’s purpose is to explore whether university faculty members who have attended global learning professional development workshops perceive global learning as transformational learning and if they do, how they see global learning as transformational, and how this transformational learning informs their teaching.Research questions were answered by using a survey and interview guide developed by the researcher. All faculty members at FIU who have attended a global learning professional development workshop were invited to take the survey to identify faculty members who have had a transformational learning experience related to global learning. Thematic analysis of the survey and interview questions helped describe how faculty members perceived global learning as transformational learning and how faculty members applied this transformational learning to their teaching of global learning curricula.The study found that many university faculty members who have attended a global learning professional development workshop report a resulting transformational learning experience. These university faculty members perceive global learning as individual and collective opportunities and challenges. They apply this transformation to their teaching of global learning curricula through conceptual and individual instructional changes that facilitate and inform systematic awareness and systematic change.This study is significant because how a global learning curricula is viewed by a faculty member affects how it manifests in the curricula, how it is taught, and what students glean from it. How FIU explores this topic could be adopted by other institutions. This study also builds on the work of Dr. Jack Mezirow in transformational learning.

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The Career Development Workshop For Athletes was designed to aid in the comprehensive career development effort at Virginia Tech. The pilot research project involved 40 active freshman varsity football players enrolled during Fall and Winter quarters of the 1984-85 school year. The 40 students were randomly selected from a pool of 65 freshman football players.The experimental design was a two stage stratification. The first stage was selection and the second stage was assignment to control and treatment groups. The independent variables were workshop participation and race. The dependent variables were gain scores from the three intercorrelated scales on the Career Development Inventory.The Workshop was conducted over a six week period, each session lasted approximately two hours and met once each week. The four objectives of the workshop were 1) to assist students in the identification and or selection of career interest and goals; 2) to identify a career support network; 3) to assess and identify skills; and 4) to aid in the perception and procurement of self esteem.
Master of Arts

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This thesis provides an ethnographic account of the lived experiences of faculty development practitioners in Japan. Through participatory observation and ethnographic interviews, it seeks to understand the following research question: 'How do faculty development practitioners make sense of the concept of faculty development as a professional identity and a lived experience in Japan?' The Ministry of Education, Culture, Sports, Science and Technology, MEXT, introduced and recommended institutional ‘fakaruthī diberoppumento (faculty development)’ or ‘FD’ in 1999 and later mandated it in 2008. As a result, universities created the role and position of FD practitioner. Those FD practitioners have been involved in crafting a genre of faculty development that reconcile policy requirements, university’s requirements, and their personal understanding. This leads to a daily struggle between acting as FD practitioner according to external requirements and sustaining or constructing one’s own professional identity and values especially as an academic. By incorporating notions of ‘identity’ and ‘community’, I describe practitioners’ constant negotiation of their position between an academic and a FD practitioner. I have three arguments. First, the title of ‘FD tantōsha’ that is most commonly used in Japan creates a semantic space for negotiations to take place between different types of identities, both practiced and/or idealized. ‘Tantōsha’ literally means the person in charge and it is relatively 7 neutral label to describe the position. Second, alphabetically written ‘FD’ prevents the evolution of the concept. The term ‘FD’ is just a symbolic noun therefore it allows various interpretations but it does not allow evolution of the concept like in the USA and the UK. As an English term, ‘faculty development’ means ‘to develop’ ‘faculty’. As the focus of faculty development shifted, the term also changed, leading to terms such as ‘educational development’. Third, the temporariness of the position prevents practitioners to engage with the community for faculty development practitioners in Japan and in other countries. Therefore interpretation of the concept of faculty development, creation of the common language and knowledge base as a field, and construction of professional identity have yet to be observed.

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Thesis (M.S.)--University of Cincinnati, 2007.
Advisor: Carl A. Huether. Title from electronic thesis title page (viewed Feb. 11, 2008). Includes abstract. Keywords: undergraduate genetics education, biology majors, non-science majors, pedagogy, biology courses, student learning. Includes bibliographical references.

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The paper presents a research case study that describes the three year history of the Increments and Transformations Institute (ITI) at the University of South Florida. The ITI's goal is to encourage faculty members from all disciplines to enhance the effectiveness of their teaching through the appropriate use of technologies and pedagogical strategies. Institute participation consists of a year-long cohort-based program of faculty development divided into three distinct phases. In Phase I, participating faculty members attend an intensive week-long workshop on teaching with technology. Phase II takes place during the fall semester that follows, during which time each participant must implement a single technology-based/pedagogically-informed change to one or more courses (a.k.a., an "increment"). During Phase III, in the spring, each participant must share his or her experiences with additional departmental and college colleagues in a formal setting. There is also an optional Phase IV, during which participants may return to the institute and act as facilitators for subsequent cohorts. Since it was established, the ITI's organization and approach has undergone two significant changes, moving from extensive reliance on outside facilitators to almost exclusive use of former participants and moving from traditional workshop activities to a structure based around teaching cases. The case study considers how these changes impacted outcomes and have led to an approach to faculty development that is both highly effective and increasingly self-sustaining.

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Following the developments in (Dutch) building practice, where besides specialist skills a design approach is increasingly being asked, the Building Services chair of the Faculty of Architecture, Building and Planning of Technische Universiteit Eindhoven (TU/e) initiated in academic year 2005/06 a multidisciplinary masters project ‘Integral Design’. In this first edition, architecture, building technology and building services students participated. As basis for this project served a learning-by-doing workshop approach, developed and tested with/on experienced practitioners from the Royal Institute of Dutch Architects (BNA) and the Dutch Association of Consulting Engineers (ONRI). The (theoretical) background for the workshops is provided by two PhD projects running within KCBS, entitled ‘Integral design methodology in the context of sustainable comfort systems’ and ‘Integral design methodology in the context of collaborative engineering’. KCBS stands for Knowledge Centre for Building and Systems TNO-TU/e, cooperation between the Netherlands Organization for Applied Scientific Research – core area Built Environment and Geosciences and TU/e. In this paper the results of the first multidisciplinary masters project edition are discussed. At the same time a comparison with BNA-ONRI-KCBS workshops for practitioners is made. The conclusions of this analysis helped us to define improvements for 2006/07 edition of ‘Integral Design’ multidisciplinary masters project, which will take place in the first half of year 2007.

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The growing complexity in (Dutch) building practice necessitates developments in other aspects, besides specialized and professional skills. Therefore a new integral approach in building design education has been developed in close cooperation with building design practice. In 2005, the building services chair of the Faculty of Architecture, Building and Planning of the TU/e commenced a multidisciplinary master project ‘Integral Design’ focused on a sustainable climatic design. In this and the following Multidisciplinary Master projects students of architecture, building technology, structural engineering and building services participated. The students began with a two days learning-by-practice workshop which was implemented and tested in collaboration with experienced professionals from the Royal Institute of Dutch Architects (BNA) and the Dutch Association of Consulting Engineers (ONRI). This is one of the few projects in which the practical experience is transferred into the educational academic program; normally this process functions the other way around. The theoretical basis of the combined education of students and professionals is discussed and results presented. Quite remarkable is that these workshops by themselves have become part of the permanent professional educational program of the BNA.

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Florida State College at Jacksonville (FSCJ) obtained a TEDx license to offer educational events and additional learning resources to enhance college classroom instruction. TEDxFSCJ has organized annual conferences and salons with selected faculty, graduates, and students as speakers. This work presents how TEDxFSCJ Talks and other TEDx and TED Talks have been used to create innovative TED Ed Lessons as tools to expand learning beyond course content and textbooks. Innovative learning experiences include video discussions and roundtables, workshops for faculty to learn how to create TED Ed Lessons, workshops and mentoring to TEDxFSCJ speakers to create their own TED Ed Lessons, combined online discussions in different courses using TED Ed platform, interactive TEDxFSCJ Salons, simulcasts, Learning Adventures, and integration of all TED resources in blogs and Learning Management Systems. TEDxFSCJ Learning Adventures have been used in Management courses during academic year to plan and deliver team projects using selected talks related to leadership, social responsibility and Sustainable Development Goals. Results show that new TED Ed Lessons can be created to follow up engagement. Additionally, team projects in other disciplines can be developed using this innovative methodology. TED resources offer global learning opportunities to build engagement.

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Engaging undergraduate students in research not only improves discipline-specific knowledge and skillsets, but also exposes them to increased research-related career paths, and motivates their pursuit of graduate study. With an interest in increasing these outcomes among students, the University of Texas Rio Grande Valley (UTRGV) developed the Student Mentoring and Research Training (SMART) program. The primary objective of the program was to provide an increasing number of undergraduate student (UG) research opportunities by building triadic teams comprised of (1) a faculty mentor, (2) a graduate student assistant, and (3) at least three undergraduate students. By utilizing graduate student mentors, in collaboration with faculty researchers, an increased number of undergraduates could benefit from participation in these experiential learning opportunities. SMART also encouraged graduate student professional development as each graduate student oversaw a research project and was responsible for mentoring the UGs over a five-week period of employment. Three professional development workshops were implemented for graduate mentors. Workshops focused on teaching graduate students best practices in teaching of research skills, and building motivation, teamwork, and leadership. Pre- and post-test surveys were used to assess program effectiveness. Findings are reported on SMART program outcomes, which include analyses of quantitative and qualitative data collected from undergraduate student mentees and graduate student mentors during the first year of program implementation.

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Bio-inspired products and devices take their inspiration from nature [Gold00]. Current mechanical engineering curricula do not cover manufacturing techniques and principles needed to develop such products and devices. We have been enhancing the mechanical engineering undergraduate curriculum by integrating recent advances in the manufacturing of bio-inspired products and devices through the following activities: 1. Insert a new sequence of instructional materials on bio-inspired concepts into the mechanical engineering curriculum. 2. Disseminate the materials developed for the new modules and course notes through a dedicated web site. As a result of the curriculum enhancement, a new generation of mechanical engineers will acquire the knowledge necessary to develop products and conduct research for a wide variety of applications utilizing bio-inspired concepts. The project (1) integrates emerging manufacturing technologies based on biological principles into the Mechanical Engineering curriculum, (2) utilizes multi-media technology for disseminating course content, and (3) trains graduate students and faculty participating in its implementation in an emerging technology and thereby contribute to faculty development. Specifically, curriculum is being developed that discusses the following manufacturing technologies and principles: 1. Concurrent Fabrication and Assembly: Manufacturing techniques and principles, such as solid freeform fabrication, compliant mechanisms, and multi-stage molding, that can eliminate the manufacturing and assembly of individual components as is the case for almost all natural systems. 2. Self Assembly: Principles for manufacturing a variety of products from a few building blocks using bio-inspired techniques such as templating and supramolecular chemistry. 3. Functionally Graded Materials: Bio-inspired development of new products through the gradual variation of material properties at multiple length scales through manufacturing processes such as sputtering and powder processing. The curriculum development effort makes two significant contributions to mechanical engineering education: (a) integration of a new research on bio-inspired products and devices into the mechanical engineering curriculum through new courses and revision of existing courses, (b) development of new instructional material for mechanical engineering education based on bio-inspired concepts. There are also broader impacts in the following areas: (a) undergraduate students who might not otherwise puruse studies in mechanical engineering will be attracted to the multidisciplinary area of bio-inspired products, (b) dissemination of the curriculum enhancement through conference presentations, a workshop, and dedicated web site, and (c) a biologically-oriented pedagogical approach to mechanical engineering education that ensures broader access to the knowledge needed to enhance the interest and skills of future engineers and researchers educated through this research program.

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Abstract Kazakhstan has set a lofty goal of becoming one of the world's top 30 developed countries by 2050. This can be accomplished by growing up well-versed, competent, and forward-thinking human capital. We previously discussed curriculum, courses, internships, and student development as part of the World Economic Forum (WEF) pilot project supported by Chevron, Eni, and Shell (Sponsors) to strengthen oil and gas human capital in Kazakhstan (SPE-195903 and SPE-201272). During regular visits, the WEF sponsors and Colorado School of Mines (Mines) could assess the Satbayev University (SU) PE department and underlined the importance of faculty growth. Academic workshops on topics such as course and syllabus design, student assessment, and ABET accreditation standards have been held both offline and online. Meanwhile, to advance the PE program, faculty research capacity must be globally competitive. To begin, the Kazakhstani government distributed visiting scholarship awards on behalf of the supporting World Bank in 2018. Shell Kazakhstan took the initiative and co-funded two PhD candidates so they could perform their research experiments at Pennsylvania State University (PennState). In addition, Mines has gone above and beyond the WEF scope by offering two fully-funded PhD scholarships to exceptional SU faculty. Through the newly constituted Industry-Advisory Board (IAB), the WEF Sponsors emphasized strong contact with the industry, which assisted in identifying a few research topics. These discussions resulted in formulation of four research proposals that were submitted to the Ministry of Education and Science Grants in 2020 and are being co-funded by Sponsors. This collaboration has yielded the approval of two projects by the State. Finally, under the auspices of the IAB meetings, the PE department has been offered opportunity to collaborate with the national KazMunayGas on the company-related project. While academic cooperation is well-known, research and its outcomes are even more critical in today's fast-changing environment. Universities must quickly adapt to industry best practices while remaining committed to their global mission of contributing to national growth and human potential. This paper discusses effective approaches for industry-academia collaboration.

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Abstract A confluence of disruptive trends in the energy industry is creating an imperative for providers as well as all companies throughout the value-chain to innovate. Due to the physical and intellectual proximity of universities to cutting edge technology development universities are at the epicenter for the next generation of energy innovation and innovators. However, through traditional disciplinary coursework and research activities, today’s engineering faculty and students do not gain the skills to be effective innovators and advance their inventions from the lab to the market. As a result, new methods of education and training is required to meet the energy innovation imperative. The National Science Foundation Innovation Corps (I-Corps) program, which aims to develop critical innovator skills while aiding in the process of developing innovations that have potential to solve a market-based problems. The program is an intense workshop with the goal to develop a scalable business model around the invention by “getting out of the building” and conducting more than 100 interviews with potential customers and other key stakeholders to test hypotheses related to problems and value propositions. The evidence from those interviews is used to validate or invalidate hypotheses about the business model. The present paper examines the I-Corps program as an evidence-based process to facilitate engineering education and innovation in the field of turbomachinery. Utilizing a case study approach, we analyze the experiences of PDCC Technologies, a university based startup trying to commercialize a high temperature material as a potential component of gas turbine engines. The journey through the program including key “aha” moments and lessons learned is retold based on the specific example. The paper concludes with a summary of value for students and faculty and remarks on the improvement of the engineering program itself.

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