Open Access6: Doing Faculty Development as if We Value Learning Most: Transformative Guidelines from Research to Practice
Author(s) -
Angelo Thomas A.
Publication year - 2001
Publication title -
to improve the academy
Language(s) - English
Resource type - Journals
ISSN - 2334-4822
DOI - 10.1002/j.2334-4822.2001.tb00526.x
Subject(s) - transformative learning , variety (cybernetics) , value (mathematics) , psychology , faculty development , quality (philosophy) , realization (probability) , pedagogy , engineering ethics , mathematics education , professional development , sociology , computer science , epistemology , engineering , machine learning , philosophy , statistics , mathematics , artificial intelligence
If producing high‐quality student learning is American higher education's defining goal, how can faculty development best contribute to its realization ? In response to that question, this essay synthesizes theories, findings, and strategies from a variety of literatures into seven transformative ideas which, taken together, have the potential to make our mental models of and approaches to faculty development more effective. It also offers seven guidelines based on these ideas, as well as related, practical strategies for doing faculty development as if student learning matters most.