Bibliografías temáticas / Professional and faculty development

Literatura académica sobre el tema "Professional and faculty development"

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Publicado: 4 de mayo de 2024

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Artículos de revistas sobre el tema "Professional and faculty development"

Grahame Moore, Michael. "Editorial: Faculty Professional Development". American Journal of Distance Education 20, n.º 2 (junio de 2006): 61–63. http://dx.doi.org/10.1207/s15389286ajde2002_1.

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Davis, David A., William F. Rayburn y Gary A. Smith. "Continuing Professional Development for Faculty". Academic Medicine 92, n.º 8 (agosto de 2017): 1078–81. http://dx.doi.org/10.1097/acm.0000000000001777.

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Willard-Traub, M. K. "Writing Program Administration and Faculty Professional Development: Which Faculty? What Development?" Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture 8, n.º 3 (1 de octubre de 2008): 433–45. http://dx.doi.org/10.1215/15314200-2008-004.

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Groccia, James E., Andrew R. Gillespie, Jennifer L. Mason y Kalani A. Long. "International perspectives on faculty professional development". New Directions for Teaching and Learning 2022, n.º 169 (marzo de 2022): 9–20. http://dx.doi.org/10.1002/tl.20479.

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Shahid, Amena y Shahid M. Azhar. "Sketching Effective Faculty Professional Development Framework". Asian Journal of Business Management 6, n.º 2 (15 de mayo de 2014): 118–23. http://dx.doi.org/10.19026/ajbm.6.5336.

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Garson, Kyra, Emma Bourassa y Todd Odgers. "Interculturalising the curriculum: faculty professional development". Intercultural Education 27, n.º 5 (2 de septiembre de 2016): 457–73. http://dx.doi.org/10.1080/14675986.2016.1240506.

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Glowacki-Dudka, Michelle y Michael P. Brown. "Professional Development through Faculty Learning Communities". New Horizons in Adult Education and Human Resource Development 21, n.º 1-2 (4 de enero de 2007): 29–39. http://dx.doi.org/10.1002/nha3.10277.

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Elçi, Alev, Hüseyin Yaratan y A. Mohammed Abubakar. "Multidimensional Faculty Professional Development in Teaching and Learning". International Journal of Technology-Enabled Student Support Services 10, n.º 1 (enero de 2020): 21–39. http://dx.doi.org/10.4018/ijtesss.2020010102.

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Higher educational institutions exert great effort to improve educational quality and effectiveness to cope with digital challenges in education. The impact of COVID-19 on education highlighted the importance of the achievement of sustainability in higher education. To overcome many of these challenges, faculty members need sustained professional development infrastructure embracing individual and institutional dimensions for enhancing educational qualifications. In this study, a quantitative method was employed to explore goals, individual needs, and institutional expectations of faculty in an international university in a developing country. The obtained survey data were analyzed using descriptive and non-parametric statistics (i.e., Kendall's coefficient of concordance, Kruskal–Wallis test, and Mann–Whitney U test). The findings demonstrate that the preferred goals of the faculty are found as developing skills in disciplinary knowledge, teaching and learning, and research. To achieve these goals, they favor certain capacity building activities and support services. Findings reflect the faculty's positive attitude towards multidimensional development, thus opening up to the global knowledge-based community. This study contributes to the existing literature as a pilot study to identify that faculty professional development needs are in line with student academic support.

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Gratch Hoyle, Amy. "Faculty Development: Fostering the Professional Growth of Teacher Education Faculty". Journal of Modern Education Review 6, n.º 3 (15 de marzo de 2016): 147–60. http://dx.doi.org/10.15341/jmer(2155-7993)/03.06.2016/001.

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Tesis sobre el tema "Professional and faculty development"

Jay, Jason T. "Faculty Orientations in ESL Professional Development". BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8148.

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The role of teacher educators is vital to education, but when the population of public-school students shifts, or progress and advances in knowledge of the field or knowledge for teaching emerge, teacher education faces challenges. One such challenge involves a continuing increase in the proportion of second language learners entering primary and secondary schools, English learners (ELs) in this case. In such situations, teacher educators often do not have deep knowledge of second language acquisition or how to integrate attention to ELs within their regular courses. One response to this challenge is to provide professional development (PD) for teacher education faculty. This qualitative study explored how faculty responded to a PD focused on developing understandings of second language acquisition with opportunity to consider how it might be taken up in their own teaching of teachers. We interviewed eight teacher education faculty members about their learning and their response to participating in this PD effort. Using data analysis methods specified by Miles, Huberman, and Saldaña (2014), we gained a better understanding of how faculty responded to the PD in general and how it contributed to their positioning as participants within the PD. The importance of this study is that it can help professional development coordinators and facilitators understand the importance of positioning or orientation of participants as they begin a learning experience. Future research could examine ways in which learning opportunities can be designed to take into account the variability in these orientations.

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Blood, Kenneth J. "Professional Development of Novice Athletic Training Faculty". University of Findlay / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1624362340743421.

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Robinson, Elizabeth Ann. "Professional Development Among Brigham Young University Faculty". BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/7400.

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This thesis is a qualitative research study examining views of faculty at Brigham Young University regarding professional development at the university level. Subjects who participated in the study were selected based on being full-time, part-time, adjunct, tenured, and non-tenured professors at Brigham Young University. Instructors who work solely with online students were not included. The contacts also did not include student teachers, support staff, non-teaching faculty or graduate students.The key findings from the qualitative research study report that faculty differentiate between two categories of professional development, one concerned with teaching and other aspects of working at a university, and the other is the development and continuing training in their original field or specialty. Additionally, the research shows that while time is the most commonly cited reason for not attending professional development, it is possible to potentially offer incentives to overcome that barrier to attendance. Professional development activities that are created in an informal manner and are more localized to smaller units within the university-a college, a department, even a subset of a department-seem to be more meaningful to faculty than traditional formally organized professional development by the university. The overall conclusion from this qualitative research study is that professional development activities should be more flexible and adaptive to the maturation of needs of the intended participants. The current initial professional development at Brigham Young University is viewed positively as being very helpful; however, the longer faculty stay at the university the more they seek out informal professional development focused on specific issues for which they are not finding assistance. The implication of this study is when universities focus on initial professional development for new faculty often professional development opportunities for mid-career faculty are not emphasized or arranged. Ways to address this gap may include specifically labeling activities like seminars as professional development and then increasing resources devoted to them or giving faculty an allowance per person per year and allowing them to choose how to invest that allowance-either in more training within the teaching profession or within their specific discipline.

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Ross, Laura. "FACULTY DEVELOPMENT IN MEMBER INSTITUTIONS OF THE FLORIDA FACULTY DEVELOPMENT CONSORTIUM: STRATEGIC PLANS, EVALUATION MODELS, OR". Doctoral diss., University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3072.

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ABSTRACT The purpose of this study was to examine strategic plans and evaluation models in light of organizational structures and funding to determine if member institutions in the Florida Faculty Development Consortium were investing in faculty development based on strategic and measurable criteria. Data were gathered through a mixed method survey mailed electronically to the individuals responsible for faculty development at 31 member institutions of the Florida Faculty Development Consortium. Even though the Consortium was comprised of public and private four-year institutions and public two-year institutions, faculty development programs in these institutions had similarities. Most programs had strategic plans, centralized faculty development units with dedicated staff, and institutional funding. In addition, most faculty development programs had evaluation models in which they collected reactionary responses, but little evidence existed that programs were measuring impact on faculty learning, faculty behavior change, or student success. It was concluded that member institutions in the Florida Faculty Development Consortium were investing in faculty development and providing faculty developers with dedicated time to attend to faculty development responsibilities. Member institutions were evaluating their efforts on strategic, goal-based criteria, but little evidence existed that they were evaluating based on measurable criteria.
Ed.D.
Department of Educational Research, Technology and Leadership
Education
Educational Leadership

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Bowers, Okema S. "Adjunct faculty perception of professional development and support services". Thesis, Regent University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3571529.

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The purpose of this descriptive study was to investigate the adjunct faculty's perception of professional development and support services offered and needed at Tidewater Community College, a multicampus community college. This study involved adjunct faculty only. A survey was created and contained 58 survey questions. The majority of these were Likert-like items based on a scale from Strongly Agree, indicating a very important need or value for the adjunct, to Strongly Disagree, indicating a not important at all level of perceived value. In order to determine if other factors influenced the perception of professional development or support services, other questions asked for demographic information, such as education level, age, number of years in the professional field, and discipline/department. Except for education level, each of the independent variables accepted the null hypothesis that there is no statistically significant difference between adjunct faculty perception of institutional supports and the professional development and support services offered in terms of the independent variables. Findings from this study indicated that adjunct faculty perceived that professional development and support services are significant in improving their teaching and important to their role and success. Adjuncts want to better serve students and connect with the institution. Orientation and mentoring are highly regarded and requested to help integrate adjunct faculty into the college. The data indicated that adjunct faculty members want professional development that meets their specific instructional and student-centered needs that is offered during more accommodating times. The current professional development offerings are not well-attended and do not seem to meet the specific needs of this adjunct population. It behooves the administration to further investigate what is currently being done to support adjuncts and to address a means to improve the delivery and execution of all institutional supports. While this study provides useful information related to one community college, it is important that each community college examine closely its personal investment relative to the institutional support it provides to adjunct faculty members.

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Albrecht, Nancy Marie Richard. "University faculty collaboration and its impact on professional development /". Search for this dissertation online, 2003. http://wwwlib.umi.com/cr/ksu/main.

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Cañizales, Vargas Rafael Antonio. "The moral profession a study of moral development and professional ethics of faculty /". Access restricted to users with UT Austin EID Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3036161.

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Pesce, Jessica Rose. "Professional Development for Teaching in Higher Education: Faculty Perceptions and Attitudes". Thesis, Boston College, 2015. http://hdl.handle.net/2345/bc-ir:104134.

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Thesis advisor: Karen D. Arnold
Faculty members in higher education typically have been trained in their subject matter but not in pedagogy (Austin, 1992; Healey, 2000). With increased concerns over the rising cost of college, traditional institutions of higher education face scrutiny and external challenges to their stability. Higher education groups and the public at large have called into question the teaching skills and preparedness of faculty members (Altbach, 2011), often criticizing their lack of interest in teaching and preference for research (Advisory Committee to the National Science Foundation, 1996). As a result, a growing number of institutions have developed means for supporting and enhancing teaching on campus. Despite studies that demonstrate the effectiveness of such programs (Coffey & Gibbs; 2001; 2004; Van Note Chism & Szabo, 1998), faculty participation in professional development for teaching remains low (MacKinnon, 2003; Sorcinelli, 2006). This mixed-methods study uses survey and interview data from full-time faculty (n = 432) at two research-intensive universities in the Northeastern United States to determine their attitudes and preferences regarding professional development for teaching in order to increase participation rates. Statistical tests showed significant differences by demographic groups; female and non-tenure track faculty are more likely to attend professional development, more likely to view it positively, and more likely to feel it is undervalued on campus. No significant differences were found by discipline or institution. Semi-structured, follow-up interviews were conducted with 11 faculty members. The findings showed that faculty perceive that their institutions do not value teaching. With limited time, faculty feel compelled to prioritize research over teaching, despite wanting to devote more attention to teaching. Other issues they discussed were: work-life balance, lack of preparation for teaching in graduate school, preferred topics and formats for programs, messages received from the administration, and the desire to collaborate with other faculty. The findings are analyzed using Bronfenbrenner's (1979; 1993; 1995) ecological systems theory to develop a full picture of faculty members' ecologies. The study concludes with recommendations for program facilitators, administrations, and future research
Thesis (PhD) — Boston College, 2015
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education

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Lian, Xiaoyu. "Factors that motivate faculty to participate in professional development activities". Thesis, California State University, Fullerton, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3581491.

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Research has found that effective FPD activities improve faculty's instructional practices and pedagogy, technology skills, and knowledge and that the impact last over time (Rutz, Condon, Iverson, Manduca, & Willett, 2012). FPD activities also reduce job burnout and increase a sense of belonging and morale among faculty (Thomas, 2012). However, many colleges and universities are observing low participation rates, and there is a concern about a mismatch of FPD activities and changing faculty needs. Using a mixed methods research design and an online survey instrument that consisted of Liked scale and open-ended items, this study identified factors that motivate faculty to participate in FPD activities and evaluated faculty perceptions about the value and usefulness of FPD activities. A total of 892 full-time and part-time faculty at nine California State University campuses participated in this study.

There were three categories of major findings: (a) relationships between faculty demographics, motivation, and perceived value and usefulness of FPD activities, (b) faculty motivation and perceptions about FPD, and (c) There are positive interrelationships between faculty motivation, perceived value and usefulness of FPD activities. Highlights among the findings included a positive association between off campus FPD involvement with faculty motivation and positive associations between online and off campus FPD with both the perceived value and the perceived usefulness of FPD. The discussion of implications and recommendations included (a) the need for campuses to conduct faculty needs assessments for clear and aligned goals; (b) strategies for planning FPD activities; (c) the use of data to improve FPD effectiveness; (d) the need for policies, resources, and recognitions that promote a culture of FPD; (e) the importance of collaboration; and (f) recommendations for further study related to the regression findings.

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Hewitt, Julie E. "Blended Learning for Faculty Professional Development Incorporating Knowledge Management Principles". NSUWorks, 2016. http://nsuworks.nova.edu/gscis_etd/950.

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Adjunct faculty comprise a large percentage of part-time faculty for many colleges and universities today. Adjunct faculty are hired because they are experts in their content areas; however, this does not guarantee that they are skilled in effective classroom management. These instructors can become bewildered and frustrated because they lack the knowledge and skills that are needed to run an effective classroom. While educational organizations have adopted blended learning environments as an effective delivery method for their students, this method has not gained much traction as a way to deliver instruction to their own employees. Thus, there are opportunities to use blended learning as a strategy for professional development in the workplace. What is more common in the workplace is the application of knowledge management (KM). KM is used in organizations to identify, share, and validate knowledge in order to improve individual and organizational performance. Blended learning combined with KM strategies, can leverage face-to-face and online instruction delivery methods to give adjunct faculty real-time support as they learn to implement specific instructional methods and classroom management techniques into their face-to-face classrooms. The goal was to construct and validate a blended learning professional development course for adjunct faculty. Design and development research methods were used to conduct the study in four phases. In phase one, a course design framework that integrated the four modes of the SECI KM model (i.e., socialization, externalization, internalization, and combination) was developed. Included with the framework was a mapping of the learning outcomes, knowledge type, and activities associated with each SECI mode. In phase two, an expert panel reviewed the framework and mapping. The Delphi technique was used to capture panel members’ feedback. Revisions to the framework and mapping were made based on the results of the expert review. In phase three, the framework was used to develop the course within the Desire2Learn learning management system. In phase four, a formative evaluation of the course was conducted using focus groups with key stakeholders including faculty, staff, and administrators. The sequential nature of the phases in which the professional development course was designed and developed resulted in a refined instantiation of the course, which was received positively by key stakeholders; however, summative and confirmative evaluations would be needed to determine the effectiveness of the course delivery and content, as well as, whether the course is viable over time. The incorporation of the SECI principles for faculty professional development was also determined to be worthy of continued consideration. Future research focusing on the implementation of SECI principles to guide instructional design in various online and blended learning contexts is recommended.

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Libros sobre el tema "Professional and faculty development"

Sibaja, Myrna Escalona. Professional Development for EMI Faculty in Mexico. Abingdon, Oxon; New York, NY: Routledge, [2020]: Routledge, 2020. http://dx.doi.org/10.4324/9780429329418.

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Solomon, Amy. Faculty development workbook. Australia: Thomson Delmar Learning, 2007.

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The new faculty member: Support and fostering professional development. San Francisco: Jossey-Bass, 1992.

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W, Lick Dale, ed. Whole-faculty study groups: Creating student-based professional development. 2^a ed. Thousand Oaks, Calif: Corwin Press, 2001.

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Roberts, Norman. Librarians and professional status: Continuing professional development and academic libraries. London: Library Association, 1991.

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Munch, Janet Butler. Librarians as college faculty members: Case studies in professional staff development. Ann Arbor, Mich: University Microfilms International, 1993.

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Peterson, Lorna. Professional development for college and university librarians: A selective bibliography. Monticello, Ill: Vance Bibliographies, 1985.

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Deane, Sorcinelli Mary, ed. Creating the future of faculty development: Learning from the past, understanding the present. Bolton, Mass: Anker Pub. Co., 2006.

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Lehner, Marion. Faculty Development. Wiesbaden: Springer Fachmedien Wiesbaden, 2017. http://dx.doi.org/10.1007/978-3-658-16505-5.

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Attwood, Margareth, Anthony Curtis, John Pitts y Robin While, eds. Professional Development. Oxford, UK: Blackwell Publishing Ltd, 2005. http://dx.doi.org/10.1002/9780470757765.

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Capítulos de libros sobre el tema "Professional and faculty development"

Ferreira-Meyers, Karen. "Online Faculty Professional Development". En The Sage Handbook of Online Higher Education, 534–45. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: Sage Publications Ltd, 2024. http://dx.doi.org/10.4135/9781529673029.n44.

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Fleming, Robert S. "Professional Development Plans". En Preparing for a Successful Faculty Career, 177–79. Cham: Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-50161-6_39.

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Cofer, Jordan, Denise Domizi, Marina Smitherman, Jesse Bishop y Rod McRae. "Collaborative Faculty Development". En The Palgrave Handbook of Academic Professional Development Centers, 363–77. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-80967-6_23.

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Coburn-Collins, Ann, Anne M. Acker, Lester L. Altevogt y Lisa S. Tsay. "Cultivating Scholarly Teaching Through Professional Development". En Adjunct Faculty Voices, 105–11. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003442882-14.

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Goldman, Laura y Nguyê˜n Minh Tam. "Faculty development and continuous professional development". En Family Medicine in the Undergraduate Curriculum, 262–69. Boca Raton: CRC Press, 2023. http://dx.doi.org/10.1201/9781003325734-39.

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Fleming, Robert S. "Professional Growth and Development". En Preparing for a Successful Faculty Career, 197–99. Cham: Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-50161-6_43.

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Bonde, Larry. "Creating an Adjunct Community and Supporting Its Professional Development". En Adjunct Faculty Voices, 98–104. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003442882-13.

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Moryl, Rebecca L. "Faculty Professional Development Through International Experiences". En Contributions to Economics, 53–60. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-73831-0_5.

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Tekian, Ara y John J. Norcini. "Faculty Development in Assessment: What the Faculty Need to Know and Do". En Assessing Competence in Professional Performance across Disciplines and Professions, 355–74. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-30064-1_16.

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Atwell, Angela y Cristina Cottom. "Virtual Faculty Learning Communities". En The Palgrave Handbook of Academic Professional Development Centers, 445–56. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-80967-6_29.

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Actas de conferencias sobre el tema "Professional and faculty development"

Anchan, John. "PERSISTENT PROFESSIONAL DEVELOPMENT AND ELUSIVE FACULTY". En International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.0221.

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Spinu, Marius Bogdan, Fabio Castelli, Maria Ranieri, Francesca Pezzati, Isabella Bruni, Francesco Gallo, Gabriele Renzini y Mitja Švab. "RESHAPING FACULTY PROFESSIONAL DEVELOPMENT FOR BLENDED LEARNING". En 16th International Technology, Education and Development Conference. IATED, 2022. http://dx.doi.org/10.21125/inted.2022.1262.

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Scott, Jennifer L. "Professional Development for Online Post-secondary Faculty". En 2019 Eighth International Conference of Educational Innovation through Technology (EITT). IEEE, 2019. http://dx.doi.org/10.1109/eitt.2019.00017.

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Hall, Leslie, Clint Fisher, Sandra Musanti, Don Halquist, Matthew Magnuson y Darcy Simmons-Klarer. "Shared Visions: Professional Development for Teacher Education Faculty". En 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2496.

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This paper discusses a professional development program in the area of technology integration for teacher education faculty. The program was funded by a Preparing Tomorrow's Teachers This initiative involved one assistant professor of educational technology and five doctoral students as Tech Guides as the professional development team. Twenty-five faculty members who teach methods courses for licensure participated in the program. Each graduate student mentored five faculty members. The design of the professional development relied on the faculty members as professional educators to co-design the program with the professional development team. We discuss some of our insights gained from this three-year initiative and suggest ways in which this and similar programs could be supported and institutionalized in colleges of education.

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Halkude, Shashikant A., Manisha A. Nirgude, Dipali A. Awasekar, Satishkumar S. Kashid, Vivek D. Sathe, Mahesh M. Mahant y Ganesh B. Agalave. "Sustaining Faculty Professional Development: Evidences from a Localized Professional Learning Community". En 2016 International Conference on Learning and Teaching in Computing and Engineering (LaTICE). IEEE, 2016. http://dx.doi.org/10.1109/latice.2016.11.

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Yuen, Timothy T., Emily Bonner, William Dela Cruz, ReAnna Roby, JoAnn Browning y Betty Merchant. "Embedded experts for undergraduate engineering faculty professional development". En 2016 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE). IEEE, 2016. http://dx.doi.org/10.1109/tale.2016.7851827.

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Farakish, Negar. "Faculty Success Initiative: An Innovative Approach to Professional Faculty Onboarding and Development". En 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1688316.

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Pike, Dale. "PERSONALIZED AND ADAPTIVE FACULTY PROFESSIONAL DEVELOPMENT FOR DIGITAL RESILIENCE". En 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.0308.

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Russell, Emily, Sarah Hills, Alistair Green y Stephen Yaxley. "O12 Faculty first: successful recruitment and development of an inter-professional simulation faculty". En Abstracts of the Association for Simulated Practice in Healthcare 9th Annual Conference, 13th to 15th November 2018, Southport Theatre and Convention Centre, UK. The Association for Simulated Practice in Healthcare, 2018. http://dx.doi.org/10.1136/bmjstel-2018-aspihconf.11.

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Horka, Hana. "FACULTY TEACHER TRAINER AS A FACILITATOR OF PROFESSIONAL DEVELOPMENT". En 2nd International Multidisciplinary Scientific Conference on Social Sciences and Arts SGEM2015. Stef92 Technology, 2015. http://dx.doi.org/10.5593/sgemsocial2015/b12/s3.057.

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Informes sobre el tema "Professional and faculty development"

Fink, Jr y O. J. Professional Faculty Development in the Military Education System. Fort Belvoir, VA: Defense Technical Information Center, enero de 1991. http://dx.doi.org/10.21236/ada492641.

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Tucker-Blackmon, Angelicque. Engagement in Engineering Pathways “E-PATH” An Initiative to Retain Non-Traditional Students in Engineering Year Three Summative External Evaluation Report. Innovative Learning Center, LLC, julio de 2020. http://dx.doi.org/10.52012/tyob9090.

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The summative external evaluation report described the program's impact on faculty and students participating in recitation sessions and active teaching professional development sessions over two years. Student persistence and retention in engineering courses continue to be a challenge in undergraduate education, especially for students underrepresented in engineering disciplines. The program's goal was to use peer-facilitated instruction in core engineering courses known to have high attrition rates to retain underrepresented students, especially women, in engineering to diversify and broaden engineering participation. Knowledge generated around using peer-facilitated instruction at two-year colleges can improve underrepresented students' success and participation in engineering across a broad range of institutions. Students in the program participated in peer-facilitated recitation sessions linked to fundamental engineering courses, such as engineering analysis, statics, and dynamics. These courses have the highest failure rate among women and underrepresented minority students. As a mixed-methods evaluation study, student engagement was measured as students' comfort with asking questions, collaboration with peers, and applying mathematics concepts. SPSS was used to analyze pre-and post-surveys for statistical significance. Qualitative data were collected through classroom observations and focus group sessions with recitation leaders. Semi-structured interviews were conducted with faculty members and students to understand their experiences in the program. Findings revealed that women students had marginalization and intimidation perceptions primarily from courses with significantly more men than women. However, they shared numerous strategies that could support them towards success through the engineering pathway. Women and underrepresented students perceived that they did not have a network of peers and faculty as role models to identify within engineering disciplines. The recitation sessions had a positive social impact on Hispanic women. As opportunities to collaborate increased, Hispanic womens' social engagement was expected to increase. This social engagement level has already been predicted to increase women students' persistence and retention in engineering and result in them not leaving the engineering pathway. An analysis of quantitative survey data from students in the three engineering courses revealed a significant effect of race and ethnicity for comfort in asking questions in class, collaborating with peers outside the classroom, and applying mathematical concepts. Further examination of this effect for comfort with asking questions in class revealed that comfort asking questions was driven by one or two extreme post-test scores of Asian students. A follow-up ANOVA for this item revealed that Asian women reported feeling excluded in the classroom. However, it was difficult to determine whether these differences are stable given the small sample size for students identifying as Asian. Furthermore, gender differences were significant for comfort in communicating with professors and peers. Overall, women reported less comfort communicating with their professors than men. Results from student metrics will inform faculty professional development efforts to increase faculty support and maximize student engagement, persistence, and retention in engineering courses at community colleges. Summative results from this project could inform the national STEM community about recitation support to further improve undergraduate engineering learning and educational research.

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Petrovych, Olha B., Alla P. Vinnichuk, Viktor P. Krupka, Iryna A. Zelenenka y Andrei V. Voznyak. The usage of augmented reality technologies in professional training of future teachers of Ukrainian language and literature. CEUR Workshop Proceedings, julio de 2021. http://dx.doi.org/10.31812/123456789/4635.

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The article deals with the peculiarities of creation and practical application of augmented reality (AR) technologies for the organization of students-philologists’ individual and group work in studying the discipline “Methodic of teaching literature”. The relevance of the introduction of AR technologies for the future teachers-philologists’ readiness formation to the professional activity is substantiated. Analysis of the scientific sources suggested that the professional training process requires the modernization of teaching methods, and the usage of information and communication technologies (ICT) in education, in particular AR technologies, allows to make the learning process interesting and exciting. The domestic and foreign experience of AR technologies application into current educational practices is generalized. A step-by-step algorithm for creating the AR in the mobile application Unite and its subsequent content filling for professional training of future teachers of Ukrainian language and literature is described. The visualization of the educational content of the lepbook “Incredible Lesya Ukrainka”, made by students- philologists at the Mykhailo Stelmakh Faculty of Philology and Journalism of Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University during the studying the discipline “Methodic of teaching literature”, is detailed. It is specified that the educational process is based on the creation AR with the visualization of interactive learning materials with animation, instructions, links, video content, illustrations etc. according to the rubrics of the lepbook. It is emphasized that the implementation of AR technologies provides the increasing of motivation for systematic mastering of practical skills, enhances students’ concentration and attention, increases their cognitive experience, promotes the development of their creative abilities, produces the opportunities of using the visualized content for students’ research work, stimulates them to self-expression, motivates them to self-development, trains them to the skillful use of the Internet, modern gadgets and mobile applications, etc. Prospects for studying the possibilities of using AR technologies in lessons of Ukrainian literature at secondary school are determined.

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Kennedy, Marie, Aisha Conner-Gaten, Jamie Hazlitt, Javier Garibay y Marisa Ramirez. Assessing the Diversity of the E-collection of the William H. Hannon Library; a Phased Project. William H. Hannon Library, 2018. http://dx.doi.org/10.15365/whhl.librarian.2018.1022.

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The American Library Association’s 1982 statement on Diversity in Collection Development reminds librarians of our professional responsibility “to select and support the access to materials on all subjects that meet, as closely as possible, the needs, interests, and abilities of all persons in the community the library serves. This includes materials that reflect political, economic, religious, social, minority, and sexual issues.” The William H. Hannon (WHH) Library’s vision statementaffirms that the library views itself as Bridge, Gateway, Agora, and Enterprise. To ensure that our materials collection aligns with our institutional vision and meets the research needs of our diverse campus population, the project team proposed an assessment of our electronic collection through the lens of diversity. The assessment was to determine if the library’s online databases (most often the first point of research consultation for our students and faculty) are adequately “bridging disciplines” (Bridge) and “representing diverse topics and perspectives” (Gateway). What the team learns will inform the library collection strategy, to ensure that it builds collections that deliberately and positively contribute to an inclusive campus climate. [1] http://library.lmu.edu/aboutthelibrary/libraryvisionmission/

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Kharkivska, Alla A., Liudmyla V. Shtefan, Muntasir Alsadoon y Aleksandr D. Uchitel. Technology of forming future journalists' social information competence in Iraq based on the use of a dynamic pedagogical site. [б. в.], julio de 2020. http://dx.doi.org/10.31812/123456789/3853.

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The article reveals scientific approaches to substantiating and developing technology to form social information competence of future Iraqi journalists based on using a dynamic pedagogical site. After pre-interviewing students of the Journalism Faculty at Al-Imam Al-Kadhim University College for Islamic Sciences in Baghdad, the authors came to the conclusion there are issues on defining the essence of social information competences. It is established that the majority of respondents do not feel satisfied with the conditions for forming these competences in the education institutions. At the same time, there were also positive trends as most future journalists recognized the importance of these professional competences for their professional development and had a desire to attend additional courses, including distance learning ones. Subsequently, the authors focused on social information competence of future journalists, which is a key issue according to European requirements. The authors describe the essence of this competence as an integrative quality of personality, which characterizes an ability to select, transform information and allows to organize effective professional communication on the basis of the use of modern communicative technologies in the process of individual or team work. Based on the analysis of literary sources, its components are determined: motivational, cognitive, operational and personal. The researchers came to the conclusion that it is necessary to develop a technology for forming social information competence of future journalists based on the use of modern information technologies. The necessity of technology implementation through the preparatory, motivational, operational and diagnostic correction stages was substantiated and its model was developed. The authors found that the main means of technology implementation should be a dynamic pedagogical site, which, unlike static, allows to expand technical possibilities by using such applications as photo galleries, RSS modules, forums, etc. Technically, it can be created using Site builder. Further research will be aimed at improving the structure of the dynamic pedagogical site of the developed technology.

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Darling-Hammond, Linda, Maria Hyler y Madelyn Gardner. Effective Teacher Professional Development. Learning Policy Institute, junio de 2017. http://dx.doi.org/10.54300/122.311.

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Zhihong Lin. Plasma Physics Junior Faculty Development Award. Office of Scientific and Technical Information (OSTI), junio de 2007. http://dx.doi.org/10.2172/908430.

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Beaman, Michael W. Reserve Component Officer Professional Development. Fort Belvoir, VA: Defense Technical Information Center, abril de 1999. http://dx.doi.org/10.21236/ada363357.

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Taber, Kristina. Professional Development for Technical Managers. Office of Scientific and Technical Information (OSTI), abril de 2023. http://dx.doi.org/10.2172/1972154.

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Ullman, Bruce L. Lieutenants Professional Development in an Institutional/Occupational (I/O) and Officer Professional Development (OPD) Context. Fort Belvoir, VA: Defense Technical Information Center, enero de 1990. http://dx.doi.org/10.21236/ada241094.

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