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Pradeep Vanguri and Rob Gray

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Amy Baker, Mary A. Hums, Yoseph Mamo and Damon P.S. Andrew

The importance of mentoring in the development of individual careers is noted in the business and higher education literature. However, prior research has given little attention to the development of mentoring relationships between junior and senior sport management faculty members. In addition to providing context-specific information, mentorship studies of sport management faculty provide insight on an emerging and gender-imbalanced discipline in the academy. This study reviews the literature on mentorship, and presents a hybrid framework on the mentor–protégé relationships established in the academic field of sport management. Specifically, the study identifies aspects of the relationships likely to yield positive perceptual outcomes, such as relationship effectiveness, trust, and job satisfaction. Data were collected from 161 sport management faculty members in the United States and Canada. The results provide support for the new hybrid framework and highlight mentoring as a valuable mechanism to support sport management faculty.

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Stephen M. Roth

Higher education faculty have many responsibilities, with teaching as arguably the most public of those yet also the task for which many are least prepared. Professional development around teaching and learning can provide faculty with the knowledge and skills needed to improve student learning while also improving job satisfaction. The present paper describes the use of faculty learning communities as a best practice for professional development around teaching. Such communities engage a group of participants over time and provide a way to impart knowledge and resources around teaching and learning, encourage application of new skills in the classroom, and evaluate and refect on the effectiveness of those trials. Research shows that time spent in faculty learning communities translates into improvements in both teaching effectiveness and student learning. Resources are provided for administrators interested in developing and supporting faculty learning communities around teaching and learning.

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Hal A. Lawson

Conceptual and methodological limitations are evident in the previous research on physical education teacher education (PETE) professors. The developing literature on professors in all fields, career theory, and occupational socialization theory may be blended to build a conceptual framework for future research. This framework illuminates influences on and questions about PETE professors’ work lives, role orientations, productivity, and affiliations. It also invites autobiographical, developmental, longitudinal, and action-oriented research perspectives. Several benefits may be derived from research on PETE professors, including improved career-guidance and faculty-development systems.

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K. Andrew, R. Richards and James D. Ressler

Self-study is a self-focused, improvement-oriented approach to understanding one’s own professional practices while also forging recommendations for the larger community of learners within a discipline. Faculty in teacher education have been engaging in self-study research since the early 1990s, and the approach has recently been adopted by faculty working in physical education teacher education. The purpose of this research note is to advocate for the use of self-study as part of a larger research agenda focused on understanding faculty development and experiences within physical education teacher education. We connect the self-study of teacher education practices to occupational socialization theory and discuss the ways in which self-study can help faculty think more critically about their work as it relates to teaching, research, and service. We also discuss best practices for self-study and lessons learned as they relate to an ongoing research project. We close by discussing implications of self-study work and recommendations for future research.

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Duane Knudson and Karen Meaney

risky, instructional strategies. Beyond skills and confidence, faculty need to feel protected from potentially lower student evaluations of their teaching if students remain resistant to taking more collaborative and active roles in learning. We began PALIR to encourage faculty development in teaching

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Terry L. Rizzo, Penny McCullagh and Donna Pastore

have a faculty-development plan clearly stating expectations for success. Faculty members usually progress through various stages and experiences from assistant professor to full professor and eventually emeritus. The “trick” lies in bringing the collective group together and not losing high

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Michel Milistetd, Pierre Trudel, Steven Rynne, Isabel Maria Ribeiro Mesquita and Juarez Vieira do Nascimento

.), Harris and Cullen discuss the leadership qualities and specific knowledge needed, and then provide practical applications such as fostering faculty development, orienting new faculty, evaluating teaching quality, and renovating physical learning spaces. Finally, Cullen, Harris, and Hill ( 2012 ), in

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Megan B. Shreffler, Adam R. Cocco, Regina G. Presley and Chelsea C. Police

learning styles in the classroom can detract from using techniques that have been empirically supported through research as effective ( Willingham, Hughes, & Dobolyi, 2015 ). Despite these criticisms, learning styles continue to be incorporated into faculty development for online teachers at the

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K. Andrew R. Richards and Kim C. Graber

conflict in the academy: A faculty development perspective . The Journal of Faculty Development, 30 ( 1 ), 7 – 14 . Richards , K.A.R. , & Templin , T.J. ( 2019 ). Chapter 3—Recruitment and retention in PETE: Foundations in occupational socialization theory . Journal of Teaching in Physical