Evaluating faculty development programs

Wergin, Jon F.

doi:10.1002/he.36919771707

Cited by 8 publications

(4 citation statements)

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“…After analyzing the academic program reviews of psychology departmental consultants, Korn, Sweetman, and Nodine (1996) concluded that there was no common understanding about the criteria by which to evaluate psychology programs. The authors lamented the absence of a rubric that could assist programs and reviewers in accomplishing academic program reviews, an increasingly common practice in higher education (Bogue & Saunders, 1992; Wergin, 2003; Wergin & Swingen, 2000). To fill this void, this article proposes a rubric for program review in psychology.…”

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confidence: 99%

Quality benchmarks in undergraduate psychology programs.

Dunn

McCarthy

Baker

et al. 2007

American Psychologist

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Performance benchmarks are proposed to assist undergraduate psychology programs in defining their missions and goals as well as documenting their effectiveness. Experienced academic program reviewers compared their experiences to formulate a developmental framework of attributes of undergraduate programs focusing on activity in 8 domains: curriculum, assessment issues, student learning outcomes, program resources, student development, faculty characteristics, program climate, and administrative support. A continuum of performance was conceptualized for each attribute in each of the domains to characterize underdeveloped, developing, effective, and distinguished achievement for undergraduate programs. The authors hope to inspire a national conversation about program benchmarks in psychology in order to improve program quality, encourage more effective program reviews, and help optimally functioning programs compete more successfully for resources on the basis of their distinguished achievements.[A]lthough outcomes assessment and educational standards can aid in improving quality, in isolation they will fail. To succeed, they must be part of an integrated strategy with a heavy emphasis on the use of formative assessment for both teacher and learner.

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confidence: 99%

Quality benchmarks in undergraduate psychology programs.

Dunn

McCarthy

Baker

et al. 2007

American Psychologist

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“…But due to its marginal status (Wergin, 1977) this is only possible on a small scale. However, while working only with individual staffis impractical and institutional involvement is restricted, group work is feasible and groups are indeed preferable as clients or collaborators in staff development activities.…”

Section: Ill Centrally Organised Staff Development At the Universitymentioning

confidence: 99%

Academic development units and the improvement of teaching

Moses

1985

High Educ

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A survey of those educational development practices which directors of educational (academic) development units in Australia found most effective in their institutions for the improvement of teaching was conducted in late 1983. The responses are presented and discussed.Academic staff are one of the targets of educational development. A series of interviews with 100 academic staff of the University of Queensland at about the same time confirmed that the approaches taken by units for improving teaching are approved of by staff. In particular staff recognised and valued the connection between evaluation and development.The staff development programme at the University of Queensland responded to the expressed needs of staff for specific developmental activities. It is described as one example of a systematic approach to staff development with emphasis on formal workshops/seminar sessions and evaluation of teaching. Practicalities and problems are discussed.

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“…In one of the few analyses of faculty development program evaluation, Jon F. Wergin (1977) confirms that" ... Evaluation should reflect the nature of the program."…”

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confidence: 99%

“…Consequently, we were persuaded by Wergin's strong advocacy of the case study method, which can make use of all historical documentation in addition to data "from both the consumer's and the practitioner's view." Such an in-depth analysis relies on data-gathering from a variety of sources and a careful analysis based on "convergence of findings" and "probable explanations of disagreements" (Wergin 1977).…”

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confidence: 99%