Improving Access and Inclusion for VITAL Faculty in the Scholarship of Teaching and Learning Through Sustained Professional Development Programs
Improving Access and Inclusion for VITAL Faculty in the Scholarship of Teaching and Learning Through Sustained Professional Development Programs
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通过持续的专业发展计划，提高 VITAL 教师参与教学奖学金的机会和包容性
DOI：
10.1007/s10755-023-09672-7
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发表时间：
2023
影响因子：
2.2
通讯作者：
Koren, Emily R.
中科院分区：
文献类型：
--
作者：
Culver, KC;Kezar, Adrianna;Koren, Emily R.
在美国，重要的教师占教师职位的大多数，他们的角色主要是指导。然而，他们往往面临着许多障碍，参与专业发展和从事学术的教学和学习（SoTL），活动，可以支持他们的教学效果。本研究探讨了校园如何促进特遣队教师参与持续的专业发展计划，以及这些计划如何促进他们在SoTL的参与。基于样本的14个校园，成功地创建了专业发展的教师和其他特遣队，我们首先提出了四种模式的持续专业发展计划，我们发现教师学习社区，认证/徽章计划，课程转型/部门行动小组，讨论组，并强调了修改，以更好地满足特遣队教师的需求。然后，我们考虑各种设计和实施选择如何使用教学奖学金的多维模型来支持SoTL中的高阶参与（Trigwell等人，).我们的研究结果强调了校园解决政策相关障碍的重要性，这些障碍阻止了特遣队教师获得持续的专业发展，并揭示了一些教学领导者可以用来指导此类计划设计的良好做法。
Contingent, VITAL faculty make up the majority of faculty positions in the United States, and their role is primarily instruction. Yet they often face numerous barriers to participating in professional development and engaging in the scholarship of teaching and learning (SoTL), activities that can support their instructional effectiveness. This study explores how campuses can facilitate participation of contingent faculty in sustained professional development programs and how these programs can foster their engagement in SoTL. Based on a sample of fourteen campuses that have successfully created professional development for adjuncts and other contingent faculty, we first present the four models of sustained professional development programs we found—faculty learning communities, certification/badge programs, course transformation/departmental action teams, and discussion groups—and highlight the modifications that were made to better meet the needs of contingent faculty. We then consider how various design and implementation choices can support higher-order engagement in SoTL using the multidimensional model of the scholarship of teaching (Trigwell et al., ). The results of our study emphasize the importance for campuses to address policy-related barriers that prevent access to sustained professional development for contingent faculty and reveal a number of good practices that instructional leaders can use to guide the design of such programs.
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