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Wicked Programming: A Concrete Response to the Challenge of Faculty Disengagement.

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Title: Wicked Programming: A Concrete Response to the Challenge of Faculty Disengagement.
Authors: Korsnack, Kylie1, Bell, L. Andrew2, Maynard, Katherine S.3
Source: Journal of Faculty Development. Jan2025, Vol. 39 Issue 1, p55-59. 5p.
Subject Terms: *Teacher development
Abstract: This article cites the challenge of faculty disengagement as a "wicked problem" that must be addressed by faculty developers and faculty development centers in concrete, flexible, and responsive ways. The authors offer a program structure that has worked for their center, consider its impact, and provide recommendations for how a similar model could be adopted by faculty development centers of various sizes and staff levels. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Faculty Development is the property of Magna Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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DbLabel: Education Research Complete
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PubType: Academic Journal
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  Data: Wicked Programming: A Concrete Response to the Challenge of Faculty Disengagement.
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Faculty+Development%22">Journal of Faculty Development</searchLink>. Jan2025, Vol. 39 Issue 1, p55-59. 5p.
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  Data: This article cites the challenge of faculty disengagement as a "wicked problem" that must be addressed by faculty developers and faculty development centers in concrete, flexible, and responsive ways. The authors offer a program structure that has worked for their center, consider its impact, and provide recommendations for how a similar model could be adopted by faculty development centers of various sizes and staff levels. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Faculty Development is the property of Magna Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Text: English
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              Text: Jan2025
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