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 |
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| 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 |
| 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. |
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