week 1 response

Order Description

Post number 1 student name is carmen
Carmen Peterson

Chapter 2, Question # 3, Page 46

Faculty development aims at improving teaching and is a form of continuing professional development for academics (Iwasiw & Goldenberg, 2015). Iwasiw & Goldenberg
(2015) further state that accepting and endorsing the need for change is determined by individual interest as well as motivation and readiness. School leaders, as
agents for change, have a variety of faculty development activities to offer staff so that interest and motivation is increased for staff participation. In addition,
faculty development projects are chosen to address the need of the topic for current curriculum projects so that teaching becomes more relevant to the job. It is
important to investigate why faculty does not agree to attend a professional development event. Phelps (2016) states that a survey revealed that these faculty events
were viewed as a place for faculty deficient in their practice instead of a potential to boost instructional vitality of all faculty. Plews (2017) suggests the use of
tools to engage those in academia to spark the initial engagement for faculty development, such as applying the “marketing mix”, in which professional development is
offered as a service. Advancements in technology change the way we teach. Consequently, more technology is integrated in today’s classrooms, such as multimedia
simulations, portable simulators, and virtual reality simulators. Additionally, web-based learning gives faculty more flexibility to participate in professional
development events. However, teachers must ensure that the defined learning outcomes are achieved and if simulators are used, there must be relevancy to real word
learning (Forrest, n.d.). A long-term training program in which activities are spread over several months instead of offering a single day event, or offering a
comprehensive mentor program can be a more effective way to improve faculty development according to Kelly (2016) and motivate staff to participate in curriculum work.

References

Forrest, K. (n.d.) Professional faculty development-using simulation in clinical education. Retrieved from https://webcache.googleusercontent.com/search?q=cache:LU75-
RUE01MJ:www.faculty.londondeanery.ac.uk/e-learning/using-simulation-in-clinical-education/html2pdf+&cd=5&hl=en&ct=clnk&gl=de&client=firefox-b.

Iwasiw, C.L. & Goldenberg, D (2015). Curriculum development in nursing. (3rd Ed.). Burlington, MA.: Jones & Bartlett.

Kelly, R. (2016). 12 tips for improving your faculty development plan. Academic Leader. Retrieved from https://www.facultyfocus.com/wp-content/uploads/2015/02/12-
Tips-for-Improving-Your-Faculty-Development-Plan.pdf.

Phelps, P.H. (2016, July 18). Five fundamentals of faculty development. Faculty Focus. Retrieved from https://www.facultyfocus.com/articles/faculty-development/five-
fundamentals-faculty-development/.

Plews, R. (2017, July 10). Creating sustainable engagement for faculty development initiatives. Faculty Focus. Retrieved from
https://www.facultyfocus.com/articles/faculty-development/sustainable-engagement-faculty-development-initiatives/.

Post number 2 student name is Irma
Chapter 4, Question #1

Scholarship of teaching and learning is defined by Dewer (2008) as intellectual work that faculty do when they use their disciplinary knowledge to investigate a
question about their students’ learning, submit their findings to peer review, and make them public for others in the academy to build upon. I think Dr. Garcia can
link the idea of scholarliness and curriculum work to gain support for curriculum scholarship by emphasizing that scholarship advances knowledge. The response that she
received from the full time faculty member about already being too busy with his own research should be used to the benefit of the curriculum. Dr. Garcia should tell
that faculty member that he can incorporate his research to the new curriculum somehow. If he considers himself a scholar, he should agree to teach students how to
become scholars. A nursing scholar is someone who is dedicated to knowledge development and dissemination and who thinks strategically about scholarship when
undertaking curriculum development, implementation, and evaluation (Iwasiw & Goldenberg, 2015).

References

Dewer, J. M. (2008). An apology for the scholarship of teaching and learning. Insight: A Journal of Scholarly Teaching, 3, 17-22. Retrieved from
https://insightjournal.net/

Iwasiw, C. L., & Goldenberg, D. (2015). Curriculum development in Nursing Education (3 ed.). Burlington, MA: Jones and Bartlett Learning.