4c: Faculty Development

In Toward a Theory and Practice of Coaching Higher Ed Faculty, I theorize a model for a faculty-led professional development workshop series providing embedded, centralized, and sustainable community college faculty development in instructional technology implementation. 

My approach for providing faculty from diverse disciplines with diverse technological pedagogical skill sets is based on Bachy’s Bachy’s (2014) TPDK model of teacher effectiveness, TPDK, which includes the four dimensions of an “individual teacher’s discipline (D), personal epistemology (E), pedagogical knowledge (P), and knowledge of technology (T).

Reference:

Bachy, S. (2014). TPDK, A new definition of the TPACK model for a university setting. European journal of open, distance, and e-learning, 17(2), 15-39. Retrieved from http://www.eurodl.org/materials/contrib/2014/Bachy.pdf

In Collaborative Professional Development as a Key to Sustainable Technology Integration, I present a collaborative model for professional development based on the TPACK model (Koehler & Mishra, 2009) that meets both institutional need and individual faculty and program needs for building professional capacity in pedagogical technology.

Reference:

Koehler, M.J., & Mishra, P. (2009). What is Technological Pedagogical Content Knowledge?Contemporary issues in technology and teacher education, 9(1), pp. 60-70. Retrieved from: http://www.citejournal.org/volume-9/issue-1-09/general/what-is-technological-pedagogicalcontent-knowledge/

In Research, Realism, and Relationship: Empowering PD Partnership Between Faculty and Institutions, I interrogate professional development practices at the K-12 level, suggesting that identifying levels of faculty and administrator engagement with innovation, along with their career stages, epistemologies, and beliefs about teaching, must be used together with empirical research in determining how institutions and PD professionals can build the relationship capital and incentive capital that will sustain long term education reform.

Then, in Should Administrators Focus on Faculty Professional Development More Than Student Learning Targets?, I advocate for a solution to the research-established conflict between, on the one hand, professional development focused on best practices in disciplinary teaching and learning at the K-12 level, and, on the other, PD models that are more directly tied to high stakes outcomes.