Pseudo-Section: Professional Development
Educators must become master teachers by acquiring
competencies that are identified as part of the desired repertoire. Examples
of these include assessment, creating measures of effectiveness, using learning
theory, creating enriched learning environments, designing instruction, conducting
research, and modeling good team membership. This role of Professional
Development is addressed by the Faculty Guidebook, as a whole.
Certain modules stand out, however, as proving particularly topical and
useful for faculty interested in professional development as educators.
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Applicable Modules from Section 1: Institutional Development
1.2.2 Profile of a Quality Learner 1.2.3 Faculty Roles for Institutional Effectiveness 1.2.4 Profile of a Quality Faculty Member 1.3.5 Recruiting and Maintaining Adjunct Faculty 1.3.7 Annual Professional Growth Plan
Applicable Modules from Section 2: Intellectual Development
2.2.4 Differentiating Knowledge from Growth 2.3.1 Introduction to Process Education 2.3.2 Framework for Implementing Process Education 2.3.7 Learning Processes through the Use of Methodologies 2.3.8 Learning Process Methodology 2.4.1 Overview of Instructional Design 2.4.5 Learning Outcomes 2.5.1 Boyer’s Model of Scholarship 2.5.2 Research Methodology 2.5.4
Annotated Bibliography—Educational
Philosophy
Applicable Modules from Section 3: Learner Development
3.1.3 Methodology for Creating a Quality Learning Environment 3.1.10 Learning to Learn Camps 3.2.2 Profile of a Quality Facilitator 3.3.1 Overview of Effective Teaching Practices 3.4.3 Teamwork Methodology
Applicable Modules from Section 4: Self Development
4.1.2 Distinctions between Assessment and Evaluation 4.1.11 Peer Coaching 4.2.2 Becoming a Self-Grower 4.2.3 Personal Development Methodology 4.3.1 Self-Growth Plans for Faculty Members 4.3.5 Differentiating Growth from
Acquiescence |