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Who Should Do Faculty Development and What Should It Be?
Author(s) -
Nathan Peter E.
Publication year - 1994
Publication title -
journal of counseling and development
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.805
H-Index - 78
eISSN - 1556-6676
pISSN - 0748-9633
DOI - 10.1002/j.1556-6676.1994.tb00981.x
Subject(s) - salary , scholarship , faculty development , promotion (chess) , value (mathematics) , medical education , career development , curriculum , public relations , higher education , face (sociological concept) , university faculty , psychology , professional development , pedagogy , sociology , political science , medicine , computer science , social science , machine learning , politics , law
In the face of widespread public dissatisfaction with higher education, faculty development programs—especially semester‐ and year‐long leaves—have become more important than ever before as a means of helping faculty broaden their scholarship and enhance their teaching. Department chairs should play an important hand in decisions on faculty development assignments. Given that they also have other important responsibilities, however, ways must be found to entice department chairs to become as involved in faculty development as they are in promotion and tenure, curriculum review, and decisions on merit salary increments. The particular value of faculty development programs for women and members of minority groups must also be recognized. These two groups of faculty may experience special problems in adjusting to faculty life, which make faculty development opportunities even more valuable to them than to others.