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Exploring New Horizons for Designing Sustained Professional Development for VITAL Faculty

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Title: Exploring New Horizons for Designing Sustained Professional Development for VITAL Faculty
Language: English
Authors: Adrianna Kezar, K. C. Culver, University of Southern California, Pullias Center for Higher Education
Source: Pullias Center for Higher Education. 2024.
Availability: Pullias Center for Higher Education. University of Southern California Rossier School of Education, Waite Phillips Hall Room 701, 3470 Trousdale Parkway, Los Angeles, CA 90089. Tel: 213-740-7218; Fax: 213-740-3889; e-mail: pullias@usc.edu; Web site: http://pullias.usc.edu
Peer Reviewed: N
Page Count: 40
Publication Date: 2024
Sponsoring Agency: National Science Foundation (NSF), Division of Undergraduate Education (DUE)
Contract Number: 1914784
Document Type: Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: College Faculty, Sustainability, Faculty Development, Educational Policy, Program Development, Guidelines, Communities of Practice, Barriers, Program Design, Teacher Attitudes, Program Implementation, Adjunct Faculty, Itinerant Teachers, Researchers, Academic Rank (Professional), Employment Level, Equal Education, Educational Change
Abstract: This report analyzes the design process that campus teams use to create sustained professional development (SPD) programs such as faculty learning communities for VITAL faculty. The authors begin with a description of the larger research project that this report contributes to, including an overview of earlier research and methodology for the current phase of research. In this section, the authors also detail two design frameworks created in the first phase of research that campuses learned about to support their planning processes. The findings for this report are organized into three areas: (1) expanded goals of SPD; (2) how broader policy and practice changes supported their design process; and (3) the success and challenges that planning teams experienced when engaging the design frameworks. This report can be useful for educational developers and others who plan sustained professional development programs, as well as for institutional leaders who convene planning teams, committees, and the like.
Abstractor: ERIC
Entry Date: 2024
Accession Number: ED661980
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED661980
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  Data: Exploring New Horizons for Designing Sustained Professional Development for VITAL Faculty
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Adrianna+Kezar%22">Adrianna Kezar</searchLink><br /><searchLink fieldCode="AR" term="%22K%2E+C%2E+Culver%22">K. C. Culver</searchLink><br /><searchLink fieldCode="AR" term="%22University+of+Southern+California%2C+Pullias+Center+for+Higher+Education%22">University of Southern California, Pullias Center for Higher Education</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Pullias+Center+for+Higher+Education%22"><i>Pullias Center for Higher Education</i></searchLink>. 2024.
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  Data: Pullias Center for Higher Education. University of Southern California Rossier School of Education, Waite Phillips Hall Room 701, 3470 Trousdale Parkway, Los Angeles, CA 90089. Tel: 213-740-7218; Fax: 213-740-3889; e-mail: pullias@usc.edu; Web site: http://pullias.usc.edu
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  Data: N
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  Data: 40
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  Data: 2024
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  Data: National Science Foundation (NSF), Division of Undergraduate Education (DUE)
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22Sustainability%22">Sustainability</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Policy%22">Educational Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Development%22">Program Development</searchLink><br /><searchLink fieldCode="DE" term="%22Guidelines%22">Guidelines</searchLink><br /><searchLink fieldCode="DE" term="%22Communities+of+Practice%22">Communities of Practice</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Design%22">Program Design</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Implementation%22">Program Implementation</searchLink><br /><searchLink fieldCode="DE" term="%22Adjunct+Faculty%22">Adjunct Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22Itinerant+Teachers%22">Itinerant Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Researchers%22">Researchers</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Rank+%28Professional%29%22">Academic Rank (Professional)</searchLink><br /><searchLink fieldCode="DE" term="%22Employment+Level%22">Employment Level</searchLink><br /><searchLink fieldCode="DE" term="%22Equal+Education%22">Equal Education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Change%22">Educational Change</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This report analyzes the design process that campus teams use to create sustained professional development (SPD) programs such as faculty learning communities for VITAL faculty. The authors begin with a description of the larger research project that this report contributes to, including an overview of earlier research and methodology for the current phase of research. In this section, the authors also detail two design frameworks created in the first phase of research that campuses learned about to support their planning processes. The findings for this report are organized into three areas: (1) expanded goals of SPD; (2) how broader policy and practice changes supported their design process; and (3) the success and challenges that planning teams experienced when engaging the design frameworks. This report can be useful for educational developers and others who plan sustained professional development programs, as well as for institutional leaders who convene planning teams, committees, and the like.
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  Data: 2024
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  Data: ED661980
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED661980
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 40
    Subjects:
      – SubjectFull: College Faculty
        Type: general
      – SubjectFull: Sustainability
        Type: general
      – SubjectFull: Faculty Development
        Type: general
      – SubjectFull: Educational Policy
        Type: general
      – SubjectFull: Program Development
        Type: general
      – SubjectFull: Guidelines
        Type: general
      – SubjectFull: Communities of Practice
        Type: general
      – SubjectFull: Barriers
        Type: general
      – SubjectFull: Program Design
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Program Implementation
        Type: general
      – SubjectFull: Adjunct Faculty
        Type: general
      – SubjectFull: Itinerant Teachers
        Type: general
      – SubjectFull: Researchers
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      – SubjectFull: Academic Rank (Professional)
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      – SubjectFull: Employment Level
        Type: general
      – SubjectFull: Equal Education
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      – SubjectFull: Educational Change
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    Titles:
      – TitleFull: Exploring New Horizons for Designing Sustained Professional Development for VITAL Faculty
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            NameFull: Adrianna Kezar
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            NameFull: K. C. Culver
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              Y: 2024
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