Abstract
Currently there is a growing demand for universities to create rigorous professional development
programs aimed at helping their junior faculty rise to their full potential as academic educators and advisors. Such
initiatives have to be anchored in the scholarship of education, but additionally need to address a variety of subjectspecific
issues. The purpose of this paper is twofold. Firstly, it presents an approach to enhancing faculty
development offered by an increasing number of universities in the UK where new faculty are required to
successfully complete a program in “Learning and Teaching in Higher Education” as part of the criteria to be met
for earning tenure. Key aspects, including rationale, objectives, learning outcomes and implementation of the abovementioned
program, are described and, based on further reflection, conclusions regarding the applicability of such a
program to the US system are drawn. Secondly, the topic of professional faculty development is considered from a
US perspective. Within that context associated activities, including mentoring and junior-senior faculty
collaboration in general, are discussed.
programs aimed at helping their junior faculty rise to their full potential as academic educators and advisors. Such
initiatives have to be anchored in the scholarship of education, but additionally need to address a variety of subjectspecific
issues. The purpose of this paper is twofold. Firstly, it presents an approach to enhancing faculty
development offered by an increasing number of universities in the UK where new faculty are required to
successfully complete a program in “Learning and Teaching in Higher Education” as part of the criteria to be met
for earning tenure. Key aspects, including rationale, objectives, learning outcomes and implementation of the abovementioned
program, are described and, based on further reflection, conclusions regarding the applicability of such a
program to the US system are drawn. Secondly, the topic of professional faculty development is considered from a
US perspective. Within that context associated activities, including mentoring and junior-senior faculty
collaboration in general, are discussed.
| Original language | English |
|---|---|
| Publication status | Published - 2007 |
| Event | ASEE Southeastern Section Annual Conference: "Advancing Scholarship in Engineering Education: Lessons Learned From a Year of Dialogue - Louisville, Kentucky, USA United States Duration: 1 Apr 2007 → 3 Apr 2007 |
Conference
| Conference | ASEE Southeastern Section Annual Conference: "Advancing Scholarship in Engineering Education: Lessons Learned From a Year of Dialogue |
|---|---|
| Country/Territory | USA United States |
| City | Louisville, Kentucky |
| Period | 1/04/07 → 3/04/07 |
Keywords
- Faculty development
- Engineering Education