Building International Faculty-Development Collaborations: The Evolving Role of American Teaching Centers

DeZure, Deborah; Sorcinelli, Mary Deane; Cheong, Grace; Ellozy, Aziza; Holley, Matthew C.; Kazem, Bahaa I.; Atrushi, Dawood Sulaiman

doi:10.1080/00091383.2012.672909

Cited by 7 publications

(3 citation statements)

References 7 publications

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“…Lo sviluppo professionale della docenza appare, in tale scenario, una leva strategica per migliorare i risultati di apprendimento degli studenti e contribuire al progresso sociale (Saryon & Frenay, 2010;DeZure et al, 2012). La didattica universitaria rappresenta dunque l'oggetto evaluando per il miglioramento della qualità del sistema universitario (Perla, 2004): le recenti policies nazionali e internazionali evidenziano l'urgenza di costruire sistemi di garanzia dell'efficacia/efficienza del "prodotto" erogato dall'Università anche in termini di apprendimento degli studenti (insieme alla produzione della ricerca scientifica e alla terza missione).…”

Section: Qualificazione Della Docenza E Faculty Development: Volano Punclassified

Modellistiche co-epistemologiche per la formazione del docente universitario: il progetto Prodid Uniba

Perla

Vinci

2021

Excellence and Innovation in Learning and Teaching

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Lo sviluppo professionale della docenza universitaria rappresenta una leva strategica per migliorare i risultati di apprendimento degli studenti e contribuire al progresso sociale. Le istituzioni universitarie hanno la responsabilità di sostenere - attraverso azioni di Faculty Development - processi di innovazione didattica e di qualificazione della docenza. Una delle competenze chiave da implementare nei percorsi di formazione universitari è quella relativa alla progettazione dell'insegnamento.È la stesura attenta del Syllabus che permette un lavoro di allineamento e di coerenza interna fra obiettivi formativi, risultati di apprendimento e strategie di valutazione. Si presentano i risultati di un'analisi comparativa fra Syllabi di insegnamento di area pedagogica e disciplinare (N: 94), specificatamente di quattro corsi di laurea dell'Università di Bari: due di area pedagogica (L19, LM85); due di aree disciplinari (LMG/01, L30). L'analisi comparativa dei Syllabi è stata condotta per comprendere il grado di chiarezza, coerenza e di eterogeneità nella strutturazione documentale di Ateneo e individuare elementi di criticitàe aree di possibile miglioramento. L'analisi ha reso evidenti alcune risultanze capaci di orientare future prospettive di sviluppo sia a livello di indagine, che nell'ambito della formazione della docenza universitaria: fra tutte, quella di strutturare, all'interno dei Teaching and Learning Center, team interdisciplinari composti da docenti di prospettive epistemologiche differenti che possano cooperare alla redazione del Syllabus e nelle pratiche di peer learning.

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Section: Qualificazione Della Docenza E Faculty Development: Volano Punclassified

Modellistiche co-epistemologiche per la formazione del docente universitario: il progetto Prodid Uniba

Perla

Vinci

2021

Excellence and Innovation in Learning and Teaching

View full text Add to dashboard Cite

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“…What do we stand to learn? Engaging in international projects and partnerships would require the organization to re‐examine questions about ethics, mission, and vision, and also to keep cultural competency ever front and center (DeZure et al, ). Again, it is important to keep in mind when considering any of these possibilities that the needs are great and the requests are likely to outstrip the organization's current abilities to effectively respond, limiting what can be supported due to the POD Network's current organizational capacity, or making it important to consider how to grow the organization's resources.…”

Section: Maturitymentioning

confidence: 99%

Beyond Survival: Educational Development and the Maturing of the POD Network

Ortquist‐Ahrens

2016

To Improve the Academy

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Scholarship about the growth of educational development has charted major shifts in developers' focuses and roles through time and, especially in recent years, has explored the professionalization of the field around the globe. This essay uses a lifecycle analogy to consider the development of one organization, the POD Network (The Professional and Organizational Development Network in Higher Education). After a brief and heady “start‐up phase,” and a long organizational “adolescence,” characterized by growth and by increasing formalization of processes, governance, and strategy, the POD Network is on the brink of entering a phase of greater maturity.

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“…The vision, mission, and scope of each institute play an important role to balance its activities. [ 4 8 9 ]…”

Section: Introductionmentioning

confidence: 99%

A comparative study on the function and structure of medical development education office in world's top universities

Ahmady

Yazdani

Hosseini

et al. 2018

J Edu Health Promot

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PURPOSE:It is essential to adjust the responsibilities and function of medical education offices (MEOs) in regard to the current societal requirements. Therefore, it is a good idea to learn lessons from the experiences about the establishment and function of these offices around the world. The aim of the present study was to carry out a comparative study to investigate the function and structure of MEOs at some of the medical universities from America, Europe, and Asia.SUBJECTS AND METHODS:This is a comparative, descriptive study that was conducted in 2015. Eleven offices around the world (in America, Europe, and Asia) were selected for the study. Expert group discussion and literature review were used in order to select research sample. The data were gathered using self-constructed checklists. Content and face validity of the checklist was assessed by gathering feedback from experts. The Kappa coefficient was used to determine the inter-rater reliability.RESULTS:All the 11 offices in our study (100%) dealt with the issues of faculty development and research and scholarship activities. Only one out of the 11 offices (27%) dealt with the issues of society and patient education. Five out of the 11 offices (36%) dealt with the continuing medical education and continuing professional development. Consultation services are provided at seven of the 11 offices (64%).CONCLUSIONS:This study revealed both commonalities and differences in the function and structure of MEO among the 11 offices we examined. Based on this study, effective goals and strategies for MEO can be recommended.

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Building International Faculty-Development Collaborations: The Evolving Role of American Teaching Centers

Cited by 7 publications

References 7 publications

Modellistiche co-epistemologiche per la formazione del docente universitario: il progetto Prodid Uniba

Modellistiche co-epistemologiche per la formazione del docente universitario: il progetto Prodid Uniba

Beyond Survival: Educational Development and the Maturing of the POD Network

A comparative study on the function and structure of medical development education office in world's top universities

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