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Artykuły w czasopismach na temat "Professional and faculty development"
Grahame Moore, Michael. "Editorial: Faculty Professional Development". American Journal of Distance Education 20, nr 2 (czerwiec 2006): 61–63. http://dx.doi.org/10.1207/s15389286ajde2002_1.
Pełny tekst źródłaDavis, David A., William F. Rayburn i Gary A. Smith. "Continuing Professional Development for Faculty". Academic Medicine 92, nr 8 (sierpień 2017): 1078–81. http://dx.doi.org/10.1097/acm.0000000000001777.
Pełny tekst źródłaWillard-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, nr 3 (1.10.2008): 433–45. http://dx.doi.org/10.1215/15314200-2008-004.
Pełny tekst źródłaGroccia, James E., Andrew R. Gillespie, Jennifer L. Mason i Kalani A. Long. "International perspectives on faculty professional development". New Directions for Teaching and Learning 2022, nr 169 (marzec 2022): 9–20. http://dx.doi.org/10.1002/tl.20479.
Pełny tekst źródłaGroccia, James E., Andrew R. Gillespie, Jennifer L. Mason i Kalani A. Long. "International perspectives on faculty professional development". New Directions for Teaching and Learning 2022, nr 169 (marzec 2022): 9–20. http://dx.doi.org/10.1002/tl.20479.
Pełny tekst źródłaShahid, Amena, i Shahid M. Azhar. "Sketching Effective Faculty Professional Development Framework". Asian Journal of Business Management 6, nr 2 (15.05.2014): 118–23. http://dx.doi.org/10.19026/ajbm.6.5336.
Pełny tekst źródłaGarson, Kyra, Emma Bourassa i Todd Odgers. "Interculturalising the curriculum: faculty professional development". Intercultural Education 27, nr 5 (2.09.2016): 457–73. http://dx.doi.org/10.1080/14675986.2016.1240506.
Pełny tekst źródłaGlowacki-Dudka, Michelle, i Michael P. Brown. "Professional Development through Faculty Learning Communities". New Horizons in Adult Education and Human Resource Development 21, nr 1-2 (4.01.2007): 29–39. http://dx.doi.org/10.1002/nha3.10277.
Pełny tekst źródłaElçi, Alev, Hüseyin Yaratan i A. Mohammed Abubakar. "Multidimensional Faculty Professional Development in Teaching and Learning". International Journal of Technology-Enabled Student Support Services 10, nr 1 (styczeń 2020): 21–39. http://dx.doi.org/10.4018/ijtesss.2020010102.
Pełny tekst źródłaGratch Hoyle, Amy. "Faculty Development: Fostering the Professional Growth of Teacher Education Faculty". Journal of Modern Education Review 6, nr 3 (15.03.2016): 147–60. http://dx.doi.org/10.15341/jmer(2155-7993)/03.06.2016/001.
Pełny tekst źródłaRozprawy doktorskie na temat "Professional and faculty development"
Jay, Jason T. "Faculty Orientations in ESL Professional Development". BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8148.
Pełny tekst źródłaBlood, Kenneth J. "Professional Development of Novice Athletic Training Faculty". University of Findlay / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1624362340743421.
Pełny tekst źródłaRobinson, Elizabeth Ann. "Professional Development Among Brigham Young University Faculty". BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/7400.
Pełny tekst źródłaRoss, 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.
Pełny tekst źródłaEd.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.
Pełny tekst źródłaThe 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.
Pełny tekst źródłaCañizales, 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.
Pełny tekst źródłaPesce, 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.
Pełny tekst źródłaFaculty 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.
Pełny tekst źródłaResearch 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.
Pełny tekst źródłaKsiążki na temat "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.
Pełny tekst źródłaSolomon, Amy. Faculty development workbook. Australia: Thomson Delmar Learning, 2007.
Znajdź pełny tekst źródłaThe new faculty member: Support and fostering professional development. San Francisco: Jossey-Bass, 1992.
Znajdź pełny tekst źródłaW, Lick Dale, red. Whole-faculty study groups: Creating student-based professional development. Wyd. 2. Thousand Oaks, Calif: Corwin Press, 2001.
Znajdź pełny tekst źródłaRoberts, Norman. Librarians and professional status: Continuing professional development and academic libraries. London: Library Association, 1991.
Znajdź pełny tekst źródłaMunch, Janet Butler. Librarians as college faculty members: Case studies in professional staff development. Ann Arbor, Mich: University Microfilms International, 1993.
Znajdź pełny tekst źródłaPeterson, Lorna. Professional development for college and university librarians: A selective bibliography. Monticello, Ill: Vance Bibliographies, 1985.
Znajdź pełny tekst źródłaDeane, Sorcinelli Mary, red. Creating the future of faculty development: Learning from the past, understanding the present. Bolton, Mass: Anker Pub. Co., 2006.
Znajdź pełny tekst źródłaLehner, Marion. Faculty Development. Wiesbaden: Springer Fachmedien Wiesbaden, 2017. http://dx.doi.org/10.1007/978-3-658-16505-5.
Pełny tekst źródłaAttwood, Margareth, Anthony Curtis, John Pitts i Robin While, red. Professional Development. Oxford, UK: Blackwell Publishing Ltd, 2005. http://dx.doi.org/10.1002/9780470757765.
Pełny tekst źródłaCzęści książek na temat "Professional and faculty development"
Ferreira-Meyers, Karen. "Online Faculty Professional Development". W 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.
Pełny tekst źródłaFleming, Robert S. "Professional Development Plans". W 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.
Pełny tekst źródłaCofer, Jordan, Denise Domizi, Marina Smitherman, Jesse Bishop i Rod McRae. "Collaborative Faculty Development". W 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.
Pełny tekst źródłaCoburn-Collins, Ann, Anne M. Acker, Lester L. Altevogt i Lisa S. Tsay. "Cultivating Scholarly Teaching Through Professional Development". W Adjunct Faculty Voices, 105–11. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003442882-14.
Pełny tekst źródłaGoldman, Laura, i Nguyê˜n Minh Tam. "Faculty development and continuous professional development". W Family Medicine in the Undergraduate Curriculum, 262–69. Boca Raton: CRC Press, 2023. http://dx.doi.org/10.1201/9781003325734-39.
Pełny tekst źródłaFleming, Robert S. "Professional Growth and Development". W 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.
Pełny tekst źródłaBonde, Larry. "Creating an Adjunct Community and Supporting Its Professional Development". W Adjunct Faculty Voices, 98–104. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003442882-13.
Pełny tekst źródłaMoryl, Rebecca L. "Faculty Professional Development Through International Experiences". W Contributions to Economics, 53–60. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-73831-0_5.
Pełny tekst źródłaTekian, Ara, i John J. Norcini. "Faculty Development in Assessment: What the Faculty Need to Know and Do". W 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.
Pełny tekst źródłaAtwell, Angela, i Cristina Cottom. "Virtual Faculty Learning Communities". W 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.
Pełny tekst źródłaStreszczenia konferencji na temat "Professional and faculty development"
Anchan, John. "PERSISTENT PROFESSIONAL DEVELOPMENT AND ELUSIVE FACULTY". W International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.0221.
Pełny tekst źródłaSpinu, Marius Bogdan, Fabio Castelli, Maria Ranieri, Francesca Pezzati, Isabella Bruni, Francesco Gallo, Gabriele Renzini i Mitja Švab. "RESHAPING FACULTY PROFESSIONAL DEVELOPMENT FOR BLENDED LEARNING". W 16th International Technology, Education and Development Conference. IATED, 2022. http://dx.doi.org/10.21125/inted.2022.1262.
Pełny tekst źródłaScott, Jennifer L. "Professional Development for Online Post-secondary Faculty". W 2019 Eighth International Conference of Educational Innovation through Technology (EITT). IEEE, 2019. http://dx.doi.org/10.1109/eitt.2019.00017.
Pełny tekst źródłaHall, Leslie, Clint Fisher, Sandra Musanti, Don Halquist, Matthew Magnuson i Darcy Simmons-Klarer. "Shared Visions: Professional Development for Teacher Education Faculty". W 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2496.
Pełny tekst źródłaHalkude, Shashikant A., Manisha A. Nirgude, Dipali A. Awasekar, Satishkumar S. Kashid, Vivek D. Sathe, Mahesh M. Mahant i Ganesh B. Agalave. "Sustaining Faculty Professional Development: Evidences from a Localized Professional Learning Community". W 2016 International Conference on Learning and Teaching in Computing and Engineering (LaTICE). IEEE, 2016. http://dx.doi.org/10.1109/latice.2016.11.
Pełny tekst źródłaYuen, Timothy T., Emily Bonner, William Dela Cruz, ReAnna Roby, JoAnn Browning i Betty Merchant. "Embedded experts for undergraduate engineering faculty professional development". W 2016 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE). IEEE, 2016. http://dx.doi.org/10.1109/tale.2016.7851827.
Pełny tekst źródłaFarakish, Negar. "Faculty Success Initiative: An Innovative Approach to Professional Faculty Onboarding and Development". W 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1688316.
Pełny tekst źródłaPike, Dale. "PERSONALIZED AND ADAPTIVE FACULTY PROFESSIONAL DEVELOPMENT FOR DIGITAL RESILIENCE". W 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.0308.
Pełny tekst źródłaRussell, Emily, Sarah Hills, Alistair Green i Stephen Yaxley. "O12 Faculty first: successful recruitment and development of an inter-professional simulation faculty". W 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.
Pełny tekst źródłaHorka, Hana. "FACULTY TEACHER TRAINER AS A FACILITATOR OF PROFESSIONAL DEVELOPMENT". W 2nd International Multidisciplinary Scientific Conference on Social Sciences and Arts SGEM2015. Stef92 Technology, 2015. http://dx.doi.org/10.5593/sgemsocial2015/b12/s3.057.
Pełny tekst źródłaRaporty organizacyjne na temat "Professional and faculty development"
Fink, Jr, i O. J. Professional Faculty Development in the Military Education System. Fort Belvoir, VA: Defense Technical Information Center, styczeń 1991. http://dx.doi.org/10.21236/ada492641.
Pełny tekst źródłaTucker-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, lipiec 2020. http://dx.doi.org/10.52012/tyob9090.
Pełny tekst źródłaPetrovych, Olha B., Alla P. Vinnichuk, Viktor P. Krupka, Iryna A. Zelenenka i Andrei V. Voznyak. The usage of augmented reality technologies in professional training of future teachers of Ukrainian language and literature. CEUR Workshop Proceedings, lipiec 2021. http://dx.doi.org/10.31812/123456789/4635.
Pełny tekst źródłaKennedy, Marie, Aisha Conner-Gaten, Jamie Hazlitt, Javier Garibay i 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.
Pełny tekst źródłaKharkivska, Alla A., Liudmyla V. Shtefan, Muntasir Alsadoon i Aleksandr D. Uchitel. Technology of forming future journalists' social information competence in Iraq based on the use of a dynamic pedagogical site. [б. в.], lipiec 2020. http://dx.doi.org/10.31812/123456789/3853.
Pełny tekst źródłaDarling-Hammond, Linda, Maria Hyler i Madelyn Gardner. Effective Teacher Professional Development. Learning Policy Institute, czerwiec 2017. http://dx.doi.org/10.54300/122.311.
Pełny tekst źródłaZhihong Lin. Plasma Physics Junior Faculty Development Award. Office of Scientific and Technical Information (OSTI), czerwiec 2007. http://dx.doi.org/10.2172/908430.
Pełny tekst źródłaBeaman, Michael W. Reserve Component Officer Professional Development. Fort Belvoir, VA: Defense Technical Information Center, kwiecień 1999. http://dx.doi.org/10.21236/ada363357.
Pełny tekst źródłaTaber, Kristina. Professional Development for Technical Managers. Office of Scientific and Technical Information (OSTI), kwiecień 2023. http://dx.doi.org/10.2172/1972154.
Pełny tekst źródłaUllman, Bruce L. Lieutenants Professional Development in an Institutional/Occupational (I/O) and Officer Professional Development (OPD) Context. Fort Belvoir, VA: Defense Technical Information Center, styczeń 1990. http://dx.doi.org/10.21236/ada241094.
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