Faculty Professional Development

Library Instruction and Graduate Professional Development: Exploring the Effect of Learning Environments on Self-Efficacy and Learning Outcomes

by Penny Beile

Few teachers use scholarly literature to improve their professional practice because they do not perceive the... more Few teachers use scholarly literature to improve their professional practice because they do not perceive the connection between research and practice (Kennedy, 1997). Although Kennedy does not suggest why this is occurring, other studies have indicated that students lack the requisite skills to access and retrieve information effectively (Fox & Weston, 1993; Greer, Weston, & Alm, 1991; Maughan, 2001). As a minimum, graduate education should improve teachers' ability and self-efficacy in library research.

The Relationship of IT Professionals and Facilitators Joining Together to Emphasize Pedagogy with Technology

by Debra Peterson

This paper focuses on the lack of technological skills that educators do not have to intertwine pedagogy with... more This paper focuses on the lack of technological skills that educators do not have to intertwine pedagogy with technology. Teachers are finding themselves lacking the skills necessary to keep up with their tech savvy students, therefore the electronic rift is growing bigger. Educators must be able to master software that allows them to become more productive online and in the classroom while teaching. Districts and higher education administrators must allow funding to implement professional training on a higher level so that instructors are better equipped when using technology with course work. Two appendixes present: (1) WBT [Web-Based Training) Project Development: Tasks & Roles for the Web-based Instructional Design; and (2) Instructional Designer Profile/Educational Technology Librarian Profile/Web-based Curriculum Developer Profile/Head of Media Services Profile/Tutor Profile.

Creating and Supporting Mixed-Level Inquiry Communities

by Ross Peterson-Veatch

A report on work in Colleges bringing High School Teachers and College Faculty together to do inquiry work around their teaching practice. Co-authored with Katie King, Amy Gillian, Michelle Pittard and Megan Isaac

Learning Innovation Roadmap 2004 - 07

by Zarrin Seema Siddiqui

An occassional report prepared in 2004

In 2004 under the President of Pakistan directives we were asked to develop a roadmap.
This roadmap was then... more In 2004 under the President of Pakistan directives we were asked to develop a roadmap.
This roadmap was then developed for Learning Innovation Division

BluePrint for Transformation: A Model for Enhancing Human Capital through Professional Development

by Nina Banerjee

Faculty Research and Development in the Technology Disciplines

by Patricia Sendall

Perspectives of university faculty regarding faculty reading circles: a study using Q methodology

by Susan Ramlo

Ramlo, S. & McConnell, D. (2008). Perspectives of university faculty regarding faculty reading circles: A study using Q methodology. The Journal of Faculty Development. 22 (1), pp 25-32.

FACULTY PERCEPTIONS OF THE FACTORS ENABLING AND FACILITATING THEIR INTEGRATION OF INSTRUCTIONAL TECHNOLOGY IN TEACHING

by Michael Sturgeon, PhD

Completed dissertation for Ph.D.

This study employed a survey research design to identify factors that facilitate university faculty to integrate... more This study employed a survey research design to identify factors that facilitate university faculty to integrate computer-based technologies into their teaching practice. The purpose of the study was to measure the practices and perceptions of higher education faculty toward instructional technology. The designed survey instrument established a series of five personal profile categories. The five categories were used as variables manipulated to enable a series of statistical analyses to examine factors that enable faculty to use technology in their teaching. The survey was electronically administered to faculty in 36 universities in the Appalachian Region; a target population of approximately 4000 potential survey respondents. A total of 427 faculty from 22 of these institutions responded to the survey, which was approximately 10% of the total population.
The findings, showed statistically significant correlations between the teaching with technology subscale and personal technology use subscale. This may suggest that personal use and personal knowledge are indicators of whether or not university faculty will use technology in their teaching. Additionally, a statistically significant difference was found between the extent to which female faculty reported using technology compared to male faculty members. The generational factor (age), was not shown to have any significant relationship with the frequency of faculty members‘ use of technology, but results indicated generational differences on the personal requirements profile. Lastly, one finding related to the personal requirements profile indicated that the most common requirement for using technology reported by the faculty was the knowledge that doing so would enhance students‘ learning.

“Re-Starting a Writing Life: Building a Home without a Bulldozer.” Writing-on-the-Edge. 10.2 (Fall/Winter 2000): 12-17.

by Emily Isaacs

“What Is Research and Writing?” Promise and Peril in Writing Program Administration. Eds. Theresa Enos and Shane Borrowman. West Lafayette, IN: Parlor Press, 2008.

by Emily Isaacs

Social Capital and the Campus Community

by Andrew Carpenter

Carpenter, A. N., Coughlin, L., Morgan, S., & Price, C. (2010). Social Capital and the Campus Community. In J. E. Miller, Im To Improve the Academy: Resources for Faculty, Instructional, and Organizational Development, Vol. 29 (Vol. 29). San Francisco: Jossey-Bass, pp. 201-215.

Investigating colleges' and universities' social capital through its five dimensions—civic engagement, norms and... more Investigating colleges' and universities' social capital through its five dimensions—civic engagement, norms and trust, collective action, bonding capital, and bridging capital—provides a powerful way of thinking about organizational and faculty development. Four very different institutions of higher learning have promoted their organizational development through efforts that build social capital. We seek to inspire additional application of and research into this topic by demonstrating that confronting the complexities of social capital within diverse campus communities can help faculty developers to understand those communities with greater nuance and in ways that improve their ability to design and implement development initiatives.