Title of dissertation: AN ASSESSMENT OF PROFESSIONAL DEVELOPMENT FOR ASTRONOMY AND PHYSICS FACULTY: EXPANDING OUR VISION OF HOW TO SUPPORT FACULTY’S LEARNING ABOUT TEACHING Alice R. Olmstead, Doctor of Philosophy, 2016 Dissertation directed by: Professor Derek Richardson Department of Astronomy and Professor Chandra Turpen Department of Physics In this thesis, we will explore approaches to facu...

OBJECTIVES Goals and objectives of the APA/HRSA National Faculty Development Scholars Program are described in a companion article in this supplement. Program objectives of the Community-Based Teaching Track were to 1) identify individuals with faculty development skills to serve as regional leaders, conducting local and regional workshops; 2) create a national network of leaders, thereby promo...

introduction: since educational empowerment of the faculty members of universities of medical sciences depends on our understanding of their educational needs. the present study aimed to investigate the educational needs of the faculty members of kermanshah university of medical sciences in 2011 in order to plan the appropriate training workshops. methods: in this descriptive study, the poll wa...

This article describes the activities conducted by the Race and Gender Committee of one school of nursing in North Carolina to promote cultural awareness and knowledge among faculty and doctoral students. Wells's Institutional Cultural Development Model provided a theoretical framework for a systematic approach to the development of activities designed to identify cultural issues as they relate...

The authors describe the faculty development program at the University of Nebraska Medical Center. Faculty needs were identified in instructional skill development, academic socialization and mentoring. Committees with campus-wide representation designed the instructional activities. Among the total 749 faculty, 59% attended at least one faculty development offering consisting of one and two-da...

Large curricular changes associated with changes in teaching and learning methods should be accompanied by faculty development programs linked to the new pedagogy. This article describes a framework for the development and implementation of a program designed to assist faculty with the transition of the dental curriculum to a problem-based learning (PBL) pedagogy. A faculty committee created a ...