Littérature scientifique sur le sujet « Professional and faculty development »
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Articles de revues sur le sujet "Professional and faculty development"
Grahame Moore, Michael. « Editorial : Faculty Professional Development ». American Journal of Distance Education 20, no 2 (juin 2006) : 61–63. http://dx.doi.org/10.1207/s15389286ajde2002_1.
Texte intégralDavis, David A., William F. Rayburn et Gary A. Smith. « Continuing Professional Development for Faculty ». Academic Medicine 92, no 8 (août 2017) : 1078–81. http://dx.doi.org/10.1097/acm.0000000000001777.
Texte intégralWillard-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, no 3 (1 octobre 2008) : 433–45. http://dx.doi.org/10.1215/15314200-2008-004.
Texte intégralGroccia, James E., Andrew R. Gillespie, Jennifer L. Mason et Kalani A. Long. « International perspectives on faculty professional development ». New Directions for Teaching and Learning 2022, no 169 (mars 2022) : 9–20. http://dx.doi.org/10.1002/tl.20479.
Texte intégralGroccia, James E., Andrew R. Gillespie, Jennifer L. Mason et Kalani A. Long. « International perspectives on faculty professional development ». New Directions for Teaching and Learning 2022, no 169 (mars 2022) : 9–20. http://dx.doi.org/10.1002/tl.20479.
Texte intégralShahid, Amena, et Shahid M. Azhar. « Sketching Effective Faculty Professional Development Framework ». Asian Journal of Business Management 6, no 2 (15 mai 2014) : 118–23. http://dx.doi.org/10.19026/ajbm.6.5336.
Texte intégralGarson, Kyra, Emma Bourassa et Todd Odgers. « Interculturalising the curriculum : faculty professional development ». Intercultural Education 27, no 5 (2 septembre 2016) : 457–73. http://dx.doi.org/10.1080/14675986.2016.1240506.
Texte intégralGlowacki-Dudka, Michelle, et Michael P. Brown. « Professional Development through Faculty Learning Communities ». New Horizons in Adult Education and Human Resource Development 21, no 1-2 (4 janvier 2007) : 29–39. http://dx.doi.org/10.1002/nha3.10277.
Texte intégralElçi, Alev, Hüseyin Yaratan et A. Mohammed Abubakar. « Multidimensional Faculty Professional Development in Teaching and Learning ». International Journal of Technology-Enabled Student Support Services 10, no 1 (janvier 2020) : 21–39. http://dx.doi.org/10.4018/ijtesss.2020010102.
Texte intégralGratch Hoyle, Amy. « Faculty Development : Fostering the Professional Growth of Teacher Education Faculty ». Journal of Modern Education Review 6, no 3 (15 mars 2016) : 147–60. http://dx.doi.org/10.15341/jmer(2155-7993)/03.06.2016/001.
Texte intégralThèses sur le sujet "Professional and faculty development"
Jay, Jason T. « Faculty Orientations in ESL Professional Development ». BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8148.
Texte intégralBlood, Kenneth J. « Professional Development of Novice Athletic Training Faculty ». University of Findlay / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1624362340743421.
Texte intégralRobinson, Elizabeth Ann. « Professional Development Among Brigham Young University Faculty ». BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/7400.
Texte intégralRoss, 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.
Texte intégralEd.D.
Department of Educational Research, Technology and Leadership
Education
Educational Leadership
Bowers, Okema S. « Adjunct faculty perception of professional development and support services ». Thesis, Regent University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3571529.
Texte intégralThe 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.
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.
Texte intégralCañizales, 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.
Texte intégralPesce, 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.
Texte intégralFaculty 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
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.
Texte intégralResearch 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.
Hewitt, Julie E. « Blended Learning for Faculty Professional Development Incorporating Knowledge Management Principles ». NSUWorks, 2016. http://nsuworks.nova.edu/gscis_etd/950.
Texte intégralLivres sur le sujet "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.
Texte intégralSolomon, Amy. Faculty development workbook. Australia : Thomson Delmar Learning, 2007.
Trouver le texte intégralThe new faculty member : Support and fostering professional development. San Francisco : Jossey-Bass, 1992.
Trouver le texte intégralW, Lick Dale, dir. Whole-faculty study groups : Creating student-based professional development. 2e éd. Thousand Oaks, Calif : Corwin Press, 2001.
Trouver le texte intégralRoberts, Norman. Librarians and professional status : Continuing professional development and academic libraries. London : Library Association, 1991.
Trouver le texte intégralMunch, Janet Butler. Librarians as college faculty members : Case studies in professional staff development. Ann Arbor, Mich : University Microfilms International, 1993.
Trouver le texte intégralPeterson, Lorna. Professional development for college and university librarians : A selective bibliography. Monticello, Ill : Vance Bibliographies, 1985.
Trouver le texte intégralDeane, Sorcinelli Mary, dir. Creating the future of faculty development : Learning from the past, understanding the present. Bolton, Mass : Anker Pub. Co., 2006.
Trouver le texte intégralLehner, Marion. Faculty Development. Wiesbaden : Springer Fachmedien Wiesbaden, 2017. http://dx.doi.org/10.1007/978-3-658-16505-5.
Texte intégralAttwood, Margareth, Anthony Curtis, John Pitts et Robin While, dir. Professional Development. Oxford, UK : Blackwell Publishing Ltd, 2005. http://dx.doi.org/10.1002/9780470757765.
Texte intégralChapitres de livres sur le sujet "Professional and faculty development"
Ferreira-Meyers, Karen. « Online Faculty Professional Development ». Dans 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.
Texte intégralFleming, Robert S. « Professional Development Plans ». Dans 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.
Texte intégralCofer, Jordan, Denise Domizi, Marina Smitherman, Jesse Bishop et Rod McRae. « Collaborative Faculty Development ». Dans 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.
Texte intégralCoburn-Collins, Ann, Anne M. Acker, Lester L. Altevogt et Lisa S. Tsay. « Cultivating Scholarly Teaching Through Professional Development ». Dans Adjunct Faculty Voices, 105–11. New York : Routledge, 2023. http://dx.doi.org/10.4324/9781003442882-14.
Texte intégralGoldman, Laura, et Nguyê˜n Minh Tam. « Faculty development and continuous professional development ». Dans Family Medicine in the Undergraduate Curriculum, 262–69. Boca Raton : CRC Press, 2023. http://dx.doi.org/10.1201/9781003325734-39.
Texte intégralFleming, Robert S. « Professional Growth and Development ». Dans 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.
Texte intégralBonde, Larry. « Creating an Adjunct Community and Supporting Its Professional Development ». Dans Adjunct Faculty Voices, 98–104. New York : Routledge, 2023. http://dx.doi.org/10.4324/9781003442882-13.
Texte intégralMoryl, Rebecca L. « Faculty Professional Development Through International Experiences ». Dans Contributions to Economics, 53–60. Cham : Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-73831-0_5.
Texte intégralTekian, Ara, et John J. Norcini. « Faculty Development in Assessment : What the Faculty Need to Know and Do ». Dans 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.
Texte intégralAtwell, Angela, et Cristina Cottom. « Virtual Faculty Learning Communities ». Dans 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.
Texte intégralActes de conférences sur le sujet "Professional and faculty development"
Anchan, John. « PERSISTENT PROFESSIONAL DEVELOPMENT AND ELUSIVE FACULTY ». Dans International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.0221.
Texte intégralSpinu, Marius Bogdan, Fabio Castelli, Maria Ranieri, Francesca Pezzati, Isabella Bruni, Francesco Gallo, Gabriele Renzini et Mitja Švab. « RESHAPING FACULTY PROFESSIONAL DEVELOPMENT FOR BLENDED LEARNING ». Dans 16th International Technology, Education and Development Conference. IATED, 2022. http://dx.doi.org/10.21125/inted.2022.1262.
Texte intégralScott, Jennifer L. « Professional Development for Online Post-secondary Faculty ». Dans 2019 Eighth International Conference of Educational Innovation through Technology (EITT). IEEE, 2019. http://dx.doi.org/10.1109/eitt.2019.00017.
Texte intégralHall, Leslie, Clint Fisher, Sandra Musanti, Don Halquist, Matthew Magnuson et Darcy Simmons-Klarer. « Shared Visions : Professional Development for Teacher Education Faculty ». Dans 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2496.
Texte intégralHalkude, Shashikant A., Manisha A. Nirgude, Dipali A. Awasekar, Satishkumar S. Kashid, Vivek D. Sathe, Mahesh M. Mahant et Ganesh B. Agalave. « Sustaining Faculty Professional Development : Evidences from a Localized Professional Learning Community ». Dans 2016 International Conference on Learning and Teaching in Computing and Engineering (LaTICE). IEEE, 2016. http://dx.doi.org/10.1109/latice.2016.11.
Texte intégralYuen, Timothy T., Emily Bonner, William Dela Cruz, ReAnna Roby, JoAnn Browning et Betty Merchant. « Embedded experts for undergraduate engineering faculty professional development ». Dans 2016 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE). IEEE, 2016. http://dx.doi.org/10.1109/tale.2016.7851827.
Texte intégralFarakish, Negar. « Faculty Success Initiative : An Innovative Approach to Professional Faculty Onboarding and Development ». Dans 2021 AERA Annual Meeting. Washington DC : AERA, 2021. http://dx.doi.org/10.3102/1688316.
Texte intégralPike, Dale. « PERSONALIZED AND ADAPTIVE FACULTY PROFESSIONAL DEVELOPMENT FOR DIGITAL RESILIENCE ». Dans 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.0308.
Texte intégralRussell, Emily, Sarah Hills, Alistair Green et Stephen Yaxley. « O12 Faculty first : successful recruitment and development of an inter-professional simulation faculty ». Dans 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.
Texte intégralHorka, Hana. « FACULTY TEACHER TRAINER AS A FACILITATOR OF PROFESSIONAL DEVELOPMENT ». Dans 2nd International Multidisciplinary Scientific Conference on Social Sciences and Arts SGEM2015. Stef92 Technology, 2015. http://dx.doi.org/10.5593/sgemsocial2015/b12/s3.057.
Texte intégralRapports d'organisations sur le sujet "Professional and faculty development"
Fink, Jr, et O. J. Professional Faculty Development in the Military Education System. Fort Belvoir, VA : Defense Technical Information Center, janvier 1991. http://dx.doi.org/10.21236/ada492641.
Texte intégralTucker-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, juillet 2020. http://dx.doi.org/10.52012/tyob9090.
Texte intégralPetrovych, Olha B., Alla P. Vinnichuk, Viktor P. Krupka, Iryna A. Zelenenka et Andrei V. Voznyak. The usage of augmented reality technologies in professional training of future teachers of Ukrainian language and literature. CEUR Workshop Proceedings, juillet 2021. http://dx.doi.org/10.31812/123456789/4635.
Texte intégralKennedy, Marie, Aisha Conner-Gaten, Jamie Hazlitt, Javier Garibay et 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.
Texte intégralKharkivska, Alla A., Liudmyla V. Shtefan, Muntasir Alsadoon et Aleksandr D. Uchitel. Technology of forming future journalists' social information competence in Iraq based on the use of a dynamic pedagogical site. [б. в.], juillet 2020. http://dx.doi.org/10.31812/123456789/3853.
Texte intégralDarling-Hammond, Linda, Maria Hyler et Madelyn Gardner. Effective Teacher Professional Development. Learning Policy Institute, juin 2017. http://dx.doi.org/10.54300/122.311.
Texte intégralZhihong Lin. Plasma Physics Junior Faculty Development Award. Office of Scientific and Technical Information (OSTI), juin 2007. http://dx.doi.org/10.2172/908430.
Texte intégralBeaman, Michael W. Reserve Component Officer Professional Development. Fort Belvoir, VA : Defense Technical Information Center, avril 1999. http://dx.doi.org/10.21236/ada363357.
Texte intégralTaber, Kristina. Professional Development for Technical Managers. Office of Scientific and Technical Information (OSTI), avril 2023. http://dx.doi.org/10.2172/1972154.
Texte intégralUllman, Bruce L. Lieutenants Professional Development in an Institutional/Occupational (I/O) and Officer Professional Development (OPD) Context. Fort Belvoir, VA : Defense Technical Information Center, janvier 1990. http://dx.doi.org/10.21236/ada241094.
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