Strengthening Professional Development

Menges, Robert J.; Mathis, B. Claude; Halliburton, David; Marincovich, Michele; Svinicki, Marilla D.

doi:10.1080/00221546.1988.11778329

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Observations About Faculty Development1

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1989

1990

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“…Here, too, developers often see themselves as uninterested or unqualified. They succumb to the comforts of judging their successes by the compliments that they get from program participants (Menges, Mathis, Halliburton, Marincovich, & Svinicki, 1988). The alternatives, of setting clear goals and of measuring progress toward them, are not as difficult as developers often suppose.…”

Section: Observations About Faculty Developmentmentioning

confidence: 99%

Psychologists as faculty developers.

Boice

1989

Professional Psychology: Research and Practice

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Describes the methods, problems, and prospects of faculty development, beginning with a review of how the field has broadened to demand planned interventions and measurable results, and depicts psychologists from varied orientations (e.g., organizational psychology) as prepared to make strong contributions to the survival and success of their colleagues on campus. Gives advice for starting faculty development programs (e.g., visits to faculty members' offices), for coping with campus politics (e.g., territoriality), for recruiting the neediest faculty participants (e.g., as research subjects), and for evaluating program effectiveness (e.g., by conducting projects as simple experiments). Finishes with arguments about why psychologists are ideally suited for the role of faculty developer (e.g., assessment and intervention skills).

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Section: Observations About Faculty Developmentmentioning

confidence: 99%