Journal Article — Innovative Models for Organizing Faculty Development Programs: Pedagogical Reflexivity, Student Learning Empathy, and Faculty Agency — by Jay R. Dee and Cheryl J. Daly
$15.00
This study reports on the impact of faculty development seminars convened at seven colleges and universities by the New England Center for Inclusive Teaching (NECIT). In these semester-long seminars, faculty participants reflected on their professional lives, identified strengths and competencies that they could share with others, and assumed the posture of being learners themselves, as they encountered new ideas and innovations that could enhance their work as scholars and teachers.
This publication can be read online by logged-in members of OKCIR Library with a valid access. In that case just click on the large PDF icon at the bottom of this page to access the publication. Alternatively, you can purchase this publication as offered below.
Description
Abstract
This study reports on the impact of faculty development seminars convened at seven colleges and universities by the New England Center for Inclusive Teaching (NECIT). In these semester-long seminars, faculty participants reflected on their professional lives, identified strengths and competencies that they could share with others, and assumed the posture of being learners themselves, as they encountered new ideas and innovations that could enhance their work as scholars and teachers. The seminar process was more organic and free-form than the structured workshops and training sessions that are often offered to faculty through more conventional, functionally-oriented faculty development programs. This more organic, grassroots approach allowed faculty members’ own needs to be foremost in the development of related initiatives and programs. The study concludes with a set of principles that other colleges and universities can use to implement similar faculty development initiatives.
Recommended Citation
Dee, Jay R., and Cheryl J. Daly. 2009. “Innovative Models for Organizing Faculty Development Programs: Pedagogical Reflexivity, Student Learning Empathy, and Faculty Agency.” Pp. 1-22 in Teaching Transformations 2009 (Human Architecture: Journal of the Sociology of Self-Knowledge: Volume VII, Issue 1, 2009.) Belmont, MA: Okcir Press (an imprint of Ahead Publishing House).
The various editions of this issue of Teaching Transformations 2009 can be ordered from the Okcir Store and are also available for ordering from all major online bookstores worldwide (such as Amazon, Barnes&Noble, and others).
Read the Above Publication Online
To read the above publication online, you need to be logged in as an OKCIR Library member with a valid access. In that case just click on the large PDF icon below to access the publication. Make sure you refresh your browser page after logging in.
Related publications
-
Student Life Courses & Social Policies
$50.00 – $80.00 Select options This product has multiple variants. The options may be chosen on the product page -
Sociological Imaginations from the Classroom Plus A Symposium on the Sociology of Science Perspectives on the Malfunctions of Science and Peer Reviewing
$60.00 – $99.00 Select options This product has multiple variants. The options may be chosen on the product page -
Graduate Theorizations: Imaginative Applied Sociologies—Manifest and Latent
$50.00 – $80.00 Select options This product has multiple variants. The options may be chosen on the product page -
Sociological Re-Imaginations in & of Universities
$60.00 – $99.00 Select options This product has multiple variants. The options may be chosen on the product page
