Professional development for university faculty through service.

Area of Science:

• Higher Education
• Faculty Development
• Professional Learning

Background:

• University faculty engage in service activities beyond teaching and research.
• The impact of service on faculty professional development is not always clearly defined.
• A structured approach to service-learning can enhance faculty growth.

Purpose of the Study:

• To identify valuable service contexts for university faculty professional development.
• To propose a practical model for implementing service-based professional development.
• To explore the relationship between service activities, skills, and faculty growth.

Main Methods:

• Literature review of service contexts and faculty development.
• Analysis of transformable skills gained through service.
• Development of a three-component model for service delivery.

Main Results:

• Identified specific service contexts beneficial for faculty growth.
• Outlined a model comprising an initiating force, idea testing/sharing, and solutions.
• Highlighted the role of service in developing transferable skills.

Conclusions:

• Service activities, when strategically chosen and delivered, are crucial for faculty professional development.
• The proposed model provides a framework for effective implementation of service-based professional growth.
• Further research can refine the model and explore its impact across diverse institutions.