15: The Essential Role of Faculty Development in New Higher Education Models

Abstract

There is a growing interest in and active discussion about new educational environmmts. which shift the emphasis of education from fitculty and their teaching to students and their learning. This shift enables us to view the education ofstudents in multiple educational environments beyond the traditional model offitculty teaching students in a classroom. Combining both different instructional roles and educational settings into new higher education models of undergraduate education will demand thatfitculty learn new roles. It also holds out thehope that reducing thedemands onfitculty timeand increasing theavailability ofother institutional resources will enhance the quality offitculty worklift. 70 succrssfUl/y address fitctors likefinancial constraints and accountability while creating. implementing; and sustaining new higher education models will require the commitment ofa number of significant groups in the institution. Amongthe most important will be the work offitculty deoelopment professionals and the centers tluy lead. 257

11: Faculty Development at Small and Liberal Arts Colleges

“…The digital literacy of college students and their daily exposure, applications, and saturation levels "lead to pedagogical challenges ... as (faculty) search for the means to teach Net generation students in a manner that capitalizes on the group's technology-driven lifestyle and fosters quality liberal learning" (Carey, 2006, p. 3; see also Oblinger & Oblinger, 2005). As instructional roles and classroom settings continue to expand and change, the need for faculty to learn new skills and to teach differently will require increased, not compromised, support (Lieberman & Guskin, 2003). Whether differences in the future work for small and large institutions are more about scale and scope than about the nature of the educational issues remains to be seen.…”

“…Emerging issues in and changing models of higher education have led to a growing need for faculty development at colleges and universities, including liberal arts colleges (Lieberman & Guskin, 2003;Mooney, Reder, & Holmgren, 2005). Yet with a few notable exceptions (e.g., Sorcinelli, Austin, Eddy, & Beach, 2006), the professional literature has not directly addressed the professional experiences, programming goals, and other potentially distinctive issues and concerns of faculty development at liberal arts and other small colleges.…”

2: Implementing a University Learning Consortium for Shared Communication and Proactive Campus Change

“…Consortia represent a sharing of governance among directors of centers, key faculty members, administrators, and graduate students collaborating as change agents to influence the culture and policies of an institution (Baron, 2006;Chism, 1998;Cox, 2001;Dawson, Mighty, & Britnell, 2010;Howe & Strauss, 2007;Lieberman & Guskin, 2003;Marshall, 1999;Schroeder & Spannagel, 2006). The concept of collaboration, the grouping and pairing of individuals for the purpose of achieving a goal by relying on each other, has been widely researched and advocated throughout the academic literature (Bruffee, 1993;Dawson, Britnell, & Hitchcock, 2009;Garrison & Vaughan, 2008;Gerlach, 1994;Kerka, 1997;Peters & Armstrong, 1998;Saltiel, 1998;Wildavsky, 1986).…”

Beyond faculty development: How centers for teaching and learning can be laboratories for learning

“…Concurrent with the growth of these centers has been a dramatic shift from a focus on teaching to a focus on student learning and social constructivism (Lieberman and Guskin, 2003). This shift draws attention to learning as a "process of enculturation into a community of practice by means of social interaction among learners and between learners and teachers" (Tiberius, 2002, p. 30).…”