This report describes the implementation and evaluation of the Bronx-Lebanon Hospital Center Dental Faculty Development Program (DFDP) for fifteen participants: five advanced dental education faculty members and ten residents. The 100-hour DFDP, designed in the longitudinal immersion model for faculty development, was conducted in four phases at the Bronx-Lebanon Department of Dentistry in the ...

In response to demands for public accountability and improved teaching and learning, institutions are recognizing the need to strengthen their faculty development programs. Central to strengthening faculty development programs is increasing faculty participation in these programs. This mixed-method study examined the motivation of full and part-time faculty to seek development, obstacles to att...

My job is to start us off by addressing these questions: What is effective faculty development? And how does one achieve the goal of providing effective faculty development? These are critical questions and ones that I suspect you have been asking yourself. In fact, these questions may have served as the impetus for coming to this meeting. I hope, in the next 30 minutes to begin to answer these...

Abstract This chapter explores the range of barriers that instructors, especially adjunct and other non‐tenure track may face when attempting to learn new pedagogical techniques or improve their courses. The author will present concrete strategies for using a disability‐informed Universal Design Learning (UDL) approach making faculty development programming accessible instructors by modeling ef...

Empowerment of faculty is essential for academic success. The Junior Faculty Development Program (JFDP), sponsored by the Office of Professional Development of the Penn State College of Medicine, was established in 2003 with the goal of promoting the development and advancement of junior faculty so they can achieve success in their academic careers. The program consists of two components: a cur...

Research on faculty development has focused primarily on individual participants and has produced relatively little generalizable knowledge that can guide faculty development programs. In this article, the authors examine how current research on faculty development in medical education can be enriched by research in related fields such as teacher education, quality improvement, continuing medic...