Faculty Development as Community Building - An approach to professional development that supports Communities of Practice for Online Teaching
B Eib, Pam Miller, University of Calgary
IRRODL Volume 7, Number 2, ISSN 1492-3831 Publisher: Athabasca University Press
When faculty development is viewed as an ongoing need and when we approach faculty development as a long-term, continuous effort, community building becomes a part of the process. Carefully designed faculty development approaches can facilitate and create a culture that supports a thoughtful focus on teaching, while at the same time, nurture a sense of connectedness and collegiality across the organization that is vital to continuous innovation and improvement. This paper reports on a program designed to improve the collegial culture at a higher educational organization in Western Canada. While the program was aimed at a Social Work Faculty at a research university, we believe the design can be modified and applied in other disciplines and in other environments, such as distant and open universities. We conclude with suggestions for applying our approach to faculty development in open and distance institutional contexts.
Eib, B. & Miller, P. (2006). Faculty Development as Community Building - An approach to professional development that supports Communities of Practice for Online Teaching. The International Review of Research in Open and Distributed Learning, 7(2),. Athabasca University Press.
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Dara Anderson & Kimberly Livengood, Angelo State University, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2018 (Oct 15, 2018) pp. 271–276
Ronald Costello, Penn State University - Abington College, United States
Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 246–248
Susan O'Hara, California State University Sacramento, United States; Robert Pritchard, Sacramento State University, United States
Society for Information Technology & Teacher Education International Conference 2010 (Mar 29, 2010) pp. 1794–1801
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