Best Practices in Faculty Development in North American Higher Education: Distinctions and Dilemmas
Document Type
Article
Publication Date
Spring 2003
Abstract
A survey among a sampling of Professional and Organizational Development Network (POD) members across the USA and Canada revealed patterns of best practice, goals, purposes, and influences among faculty developers. The recent emphasis on teaching and learning effectiveness in the college classroom is mirrored in the responses; however, faculty development as focusing on the needs of the faculty as learners was not as clear. Both quantitative and qualitative methods were used in analyzing the interview and survey data. This article presents the current state of the field, an interpretation of its meaning, and recommendations for future directions.
Was this content written or created while at USF?
No
Citation / Publisher Attribution
Journal of Faculty Development, v. 19, issue 1, p. 29-36
Scholar Commons Citation
King, Kahtleen P. and Lawler, Patricia A., "Best Practices in Faculty Development in North American Higher Education: Distinctions and Dilemmas" (2003). Leadership, Counseling, Adult, Career and Higher Education Faculty Publications. 195.
https://digitalcommons.usf.edu/ehe_facpub/195
