Developing Faculty Research Skills: Lessons Learned

Autor/inn/en	Ha, Chau; Press, Madeline
Titel	Developing Faculty Research Skills: Lessons Learned
Quelle	In: Community College Journal of Research and Practice, 43 (2019) 6, S.431-440 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-8926
DOI	10.1080/10668926.2018.1490218
Schlagwörter	Teacher Researchers; Research Skills; Skill Development; Faculty Development; Foreign Countries; Vocational Education Teachers; Teacher Evaluation; Interprofessional Relationship; Barriers; Canada + Suchen Sie Ihr Suchwort? Lehrerforschung; Forschungsleistung; Kompetenzentwicklung; Qualifikationsentwicklung; Ausland; Ausbilder; Teacher appraisal; Lehrerbeurteilung; Kanada
Abstract	The purpose of this reflective commentary is to describe and analyze how efforts were made to engage polytechnic nursing faculty in a multi-institutional, interprofessional research project, and the effectiveness of methods used. We describe the professional development and project management activities provided along with our reflection as to their effectiveness. The faculty members worked at a polytechnic, a small vocational and technical institution in Western Canada with approximately 14,000 full-time students, where faculty were not required to participate in research. Assumptions were made about their interest, knowledge, and ability regarding the research process. These assumptions led the investigators to implement professional development activities that were not effective. Spontaneous informal, anecdotal feedback from some faculty members to the authors, and the authors' own observations, informed the results. Assumptions about novice faculty research skills may not be accurate; therefore, an effort should be made to perform a pre-assessment of these skills, to create a lesson plan, to assess the effectiveness of teaching strategies, and to evaluate the effectiveness of supportive measures in order to address learning needs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01