A Situated, Learning-Centered Approach to Designing a New Faculty Program

Autor/inn/en	Tracy, Pamela J.; Gutiérrez, A. Renee
Titel	A Situated, Learning-Centered Approach to Designing a New Faculty Program
Quelle	In: Journal of Faculty Development, 33 (2019) 3, S.95-101 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2153-1900
Schlagwörter	Situated Learning; Student Centered Learning; Program Design; Professional Identity; Beginning Teachers; Cooperation; College Faculty; Student Needs; Program Development; Campuses; Teacher Orientation + Suchen Sie Ihr Suchwort? Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Programme design; Programmaufbau; Programmplanung; Junior teacher; Junglehrer; Co-operation; Kooperation; Fakultät; Teacher; Teachers; Orientation; Lehrer; Lehrerin; Lehrende; Orientierung
Abstract	Educational developers understand the importance of a strong new faculty program (NFP). When designing an NFP, what do new faculty need and when do they need it? What learning goals facilitate transition and help faculty cultivate important knowledge and skills? In a multi-stage, institution-wide collaborative planning process, we adapted Fink's (2013) situational factors critical to developing significant learning experiences. We focused on the "whole" faculty member and accounted for complex faculty identities. This method allowed us to develop a program that reflects the importance of situated learning and the necessity of collaborative, co-created program design. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01