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Developing Faculty Developers: An Underexplored Realm in Professional Development.

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Faculty developers address knowledge gaps through a multimodal approach, combining formal and informal learning. Their professional growth is best understood as a social practice, highlighting the need for intentional development strategies.

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Area of Science:

  • Educational Development
  • Higher Education Pedagogy
  • Faculty Training

Background:

  • Most research focuses on faculty needs, neglecting faculty developers' professional development.
  • The field needs to address how faculty developers identify and bridge their knowledge gaps.
  • Faculty developers require ongoing learning to stay current in their roles.

Purpose of the Study:

  • To investigate how faculty developers identify knowledge gaps.
  • To explore the approaches faculty developers use to address these gaps.
  • To understand the professional development needs of faculty developers.

Main Methods:

  • Qualitative study examining faculty developers' self-identified knowledge gaps.
  • Analysis of formal and informal learning strategies employed by faculty developers.
  • Characterization of professional growth through the lens of social practice theory.

Main Results:

  • Faculty developers utilize a multimodal approach, integrating formal and informal learning methods.
  • Professional development and learning for faculty developers are best described as social practices.
  • Identified knowledge gaps are addressed through diverse, often informal, learning activities.

Conclusions:

  • Intentional professional development for faculty developers is recommended.
  • Leveraging social learning aspects can enhance faculty developers' growth and learning habits.
  • Improved faculty developer training can indirectly benefit faculty and educational practices.