Journal Article — Innovative Models for Organizing Faculty Development Programs: Pedagogical Reflexivity, Student Learning Empathy, and Faculty Agency — by Jay R. Dee and Cheryl J. Daly

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Abstract

This study reports on the impact of faculty development seminars convened at seven colleges and universities by the New England Center for Inclusive Teaching (NECIT). In these semester-long seminars, faculty participants reflected on their professional lives, identified strengths and competencies that they could share with others, and assumed the posture of being learners themselves, as they encountered new ideas and innovations that could enhance their work as scholars and teachers. The seminar process was more organic and free-form than the structured workshops and training sessions that are often offered to faculty through more conventional, functionally-oriented faculty development programs. This more organic, grassroots approach allowed faculty members’ own needs to be foremost in the development of related initiatives and programs. The study concludes with a set of principles that other colleges and universities can use to implement similar faculty development initiatives.

Recommended Citation

Dee, Jay R., and Cheryl J. Daly. 2009. “Innovative Models for Organizing Faculty Development Programs: Pedagogical Reflexivity, Student Learning Empathy, and Faculty Agency.” Pp. 1-22 in Teaching Transformations 2009 (Human Architecture: Journal of the Sociology of Self-Knowledge: Volume VII, Issue 1, 2009.) Belmont, MA: Okcir Press (an imprint of Ahead Publishing House).

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