Abstract: This paper examines whether teachers’ prior professional development (PD) in Project-Based Learning (PBL) significantly related to teachers’ enactments of PBL practices within the classroom. Teachers (N = 40) were recruited based on their commitment to enacting PBL in their classrooms. Teachers were surveyed regarding the extent to which they had experienced prior PD in PBL and asked to submit two videos of their classroom instruction. Videos were coded according to teachers’ quality enactment of PBL practices during instruction. Results suggest that teachers who had prior PD in PBL enacted more structure-driven PBL practices (e.g., setting up and managing projects) and incorporated more collaboration practices. However, for other purpose-driven practices of PBL (e.g., supporting student choice, supporting students to make personal connections), teachers with prior PD were no different from teachers without prior PD. The results suggest that teachers may need more intensive and fine-grained, practice-based PD in purpose-driven PBL practices.

Abstract: ABSTRACT The global spread of English presents a multitude of challenges for teachers who must instruct learners differently to help them use English with a variety of people in multilingual contexts. However, prior research has largely ignored the question of how to support teachers to tackle these challenges. This study attempts to provide teacher professional development for implementing Global Englishes Language Teaching (GELT). An explanatory mixed-methods research design was used to document the effects of a teacher professional development program received by teachers. The findings showed that teachers reported having increased knowledge of GELT, slightly changed attitudes toward GELT, and ambivalently improved skills for implementing GELT. Four aspects of the professional development contributed to these changes: practical, experiential, theoretical, and inspirational. Implications for providing GELT teacher professional development were also discussed.

Abstract: The intersectionally conscious collaboration protocol for teacher educators (ICC-TE) expands on existing models of collaboration by drawing from intersectionality as conceptualized by Black feminist theorists, collaborative teacher education, and frameworks for stakeholders to establish and maintain ethical, student-centered relationships. The ICC-TE promotes approaches that honor sociocultural differences, model collaboration, and support the development of these practices in preservice teacher education. The authors analyzed the responses of four Latina teacher educators at a predominately white teacher preparation program and teaching artifacts created while using the ICC-TE as they co-taught a special education course. As a result of this study, the researchers refined the protocol. All participants indicated the need for more training on intersectionality, for both teacher educators of color and their white colleagues. A connecting thread across all sources of data was how institutional culture and faculty morale shaped collegiality.

Abstract: The COVID-19 pandemic caused fundamental shifts in schools’ and teachers’ practices. At the start of the pandemic, forty schools in England were in their second year of participation in a pilot initiative intended to understand what changes could be put in place by schools in order to implement an entitlement for teachers to high-quality, sustained professional development. This paper explores the impact of COVID-19 on the participating schools’ approaches to professional development. Drawing on findings from the independent evaluation and school leaders’ experiences of the initiative, it describes how, before the pandemic, school leaders constructed professional development plans in alignment with school improvement objectives and address individual teachers’ professional learning needs. During the pandemic, after an initial de-prioritisation of professional development, plans were adapted to new professional development ecologies in schools. Professional learning activities moved to online, hybrid and blended environments and new activities were added in response to emerging teacher professional learning needs. This study demonstrates how schools’ plans for teacher professional development can, even in the most extreme conditions, be reshaped and adapted to changing circumstances and adds to the growing body of knowledge of online and hybrid professional development.

Abstract: Abstract Objective: The purpose of this scoping review is two-fold: to assess the literature that quantitatively measures outcomes of mentorship programs designed to support research-focused junior faculty and to identify mentoring strategies that promote diversity within academic medicine mentoring programs. Methods: Studies were identified by searching Medline using MESH terms for mentoring and academic medicine. Eligibility criteria included studies focused on junior faculty in research-focused positions, receiving mentorship, in an academic medical center in the USA, with outcomes collected to measure career success (career trajectory, career satisfaction, quality of life, research productivity, leadership positions). Data were abstracted using a standardized data collection form, and best practices were summarized. Results: Search terms resulted in 1,842 articles for title and abstract review, with 27 manuscripts meeting inclusion criteria. Two studies focused specifically on women, and four studies focused on junior faculty from racial/ethnic backgrounds underrepresented in medicine. From the initial search, few studies were designed to specifically increase diversity or capture outcomes relevant to promotion within academic medicine. Of those which did, most studies captured the impact on research productivity and career satisfaction. Traditional one-on-one mentorship, structured peer mentorship facilitated by a senior mentor, and peer mentorship in combination with one-on-one mentorship were found to be effective strategies to facilitate research productivity. Conclusion: Efforts are needed at the mentee, mentor, and institutional level to provide mentorship to diverse junior faculty on research competencies and career trajectory, create a sense of belonging, and connect junior faculty with institutional resources to support career success.

Abstract: Health professions educators require support to develop teaching and learning, research, educational leadership, and administrative skills to strengthen their higher education role through faculty development initiatives. Where administration has pursued face-to-face and online faculty development initiatives, results have positively influenced health professions educators. There is limited evidence demonstrating how online faculty development works for health professions educators in low- and middle-income countries who engage in online health professions education (HPE) faculty development.A Conjecture Map for online HPE faculty development courses identified candidate theories for a rapid realist review. The Conjecture Map and candidate theories, Community of Inquiry and the Conversational Framework guided the development of search terms and analysis for this review. Three searches using EbscoHost databases yielded 1030 abstracts. A primary and secondary research team participated in a multi-reviewer blinded process in assessing abstracts, selecting full-text articles, and data extraction. The primary research team analysed eight articles for this rapid realist review to answer the research question: How do online HPE faculty development courses work, or not work, in low- and middle-income countries? Data were analysed and mapped to the initial Conjecture Map and the research question.The research references US-based organisations forming partnerships with low- and middle-income countries, and who provide funding for online HPE faculty development initiatives. These initiatives design courses that facilitate learning through engagement from which participants report beneficial outcomes of professional and career development. The review does not clarify if the reported outcomes are generalisable for facilitators from low-and middle-income countries. The findings of this review demonstrate the role of a community of practice as the dominant mechanism through which the outcomes are achieved, based on a design that incorporates six triggering events. The design aligns the triggering events with the three categories of the Community of Inquiry-a theory for designing online learning environments.Health professions educators in low- and middle-income countries can develop professional and interpersonal skills through a well-designed, specifically constructed online community that prioritises active discussion.

Abstract: Higher education institutions are expanding the delivery of online and remote learning courses in the context of the COVID-19 pandemic. In turn, numerous challenges are foregrounded for those who are preparing and delivering these courses, including instructors, administrators, and teaching assistants. The purpose of our integrative review was to explore both the roles and responsibilities of teaching assistants in online, blended synchronous learning, and massive open online course modalities, as well as strategies for administrators and instructors to develop teaching assistants in these settings. A systematic search of databases and grey literature produced 1,603 texts; 42 were included for data analysis. We found that teaching assistant roles and responsibilities, as well as strategies to develop teaching assistants, are diverse and often poorly articulated. Roles and responsibilities were dependent upon the teaching assistant’s previous pedagogical experiences and comfort level with non-traditional learning environments, institutional leadership, communication by the course instructor and the unique learning environment itself. Strategies to develop teaching assistants were often underdeveloped and influenced by resource constraints and institutional stances towards teaching assistant professional development programmes. Teaching assistant development across the three modalities primarily involved ‘on-the-job’ training, suggesting a need for further professional development interventions to be designed, delivered and evaluated. Results are synthesised and presented in pragmatic checklists to aid teaching assistants, instructors and administrators with planning and carrying out the three teaching modalities. Our results form the basis of an evidence-informed approach to assist institutions transitioning towards non-traditional learning environments.

Abstract: The need to support those teaching in English-medium instruction (EMI) classrooms is becoming increasingly acknowledged, and faculty professional development (PD) is recognised as an important element of that support. This study, a replication and localisation of an international study by Macaro et al. (2020 Macaro, E., M. Akincioglu, and S. Han. 2020. “English Medium Instruction in Higher Education: Teacher Perspectives on Professional Development and Certification.” International Journal of Applied Linguistics 30 (1): 144–157. doi:https://doi.org/10.1111/ijal.12272.[Crossref], [Web of Science ®] , [Google Scholar]. “English Medium Instruction in Higher Education: Teacher Perspectives on Professional Development and Certification.” International Journal of Applied Linguistics 30 (1): 144–157), investigates the experiences and attitudes of faculty members teaching in EMI programmes in South Korea and Japan towards EMI related PD and certification. Survey findings (South Korea n = 234, Japan n = 92) indicate that few faculty members have experience with pre-service PD, and that EMI-related in-service PD is rare in South Korea but on the rise in Japan. Preferences for PD and attitudes towards certification differed between the two populations sampled, and there are indications that the disciplinary and language backgrounds of the professors may influence this. This highlights the need for local, context-appropriate approaches to supporting faculty in EMI programmes.

Abstract: This systematic literature review examines research on U.S. professional development (PD) in which practicing teachers are asked to engage explicitly with race and racism. Using Kennedy’s PD theories of action, this review examines 64 studies published from 1981 to 2019 and analyzes race-related PD goals, pedagogical approaches, and documented outcomes of PD. The body of scholarship shows an array of PD program goals, often-limited pedagogical explicitness and detail, and descriptive and developmental outcomes. Recent scholarship has centered racial-equity-oriented teachers and teachers of Color and identified PD characteristics associated with positive outcomes. Extant literature has seldom directly documented PD transfer and incorporation in schools or documented PD impact on students. Areas for future research include further leveraging scholarship on change processes including teacher learning and PD effectiveness, documenting teacher development beyond PD sessions, probing affordances of different PD settings and formats, and examining how PD ultimately impacts student experience.

Abstract: Medical educators are expected to produce educational scholarship, which can lead to career advancement and promotion. Institutions have developed author development programs, which vary in duration, instructional approach, and effectiveness. However, no summation of the evidence exists for academic medicine leaders to use as guidance for building similar programs. This scoping review characterizes faculty development programs that support educational scholarship and author development in academic medicine.The authors searched PubMed, Scopus, Google Scholar, and ProQuest (Healthcare Administration Database and Social Science Premium Collection) for articles published from inception to June 14, 2021. Articles that described formal instruction on scholarly writing for publishing were included. Data were analyzed by program participation, structure, content delivery, and outcomes.Of 923 articles identified, 20 met inclusion criteria. The included studies covered 18 unique programs of which 1 was sponsored jointly by a university and professional society, 5 by professional societies, 5 by university or medical school organizations, and 7 by medical departments. Nine programs relied at least in part on volunteers. Instructional approaches included didactics (7 programs) and mentoring (5 programs) but mostly featured group-based work (11 programs). Expectations for participants ranged from participation to manuscript submission. The main funding sources were grants (8 programs) and internal funds (7 programs) from the sponsoring institution. Only 4 programs reported participation fees. The impact of these programs included scholarly work products, other measures of career advancement, and participant perceptions.Author development programs require resource investment and a culture that values educational scholarship. Workshops, 1-on-1 mentoring, and peer writing groups are cornerstones of the experiential learning approach needed to build scholarship skills and can pay dividends in supporting the academic mission in medicine. These findings may benefit leaders in academic medicine who want to develop evidence-based programs in author development.

Abstract: The current pandemic closed schools worldwide, tasking teachers to engage learners remotely without time to prepare. This study focuses on a professional development webinar series for English language teachers worldwide. Access to geographically dispersed English language teachers created an opportunity to gain international perspectives on teachers’ challenges, perceptions, and needs related to transitioning to remote, online teaching. We found webinars were an effective way to provide just-in-time professional development for teachers globally, particularly about engaging students, providing feedback, developing online presence, and creating activities specific for online learning environments. The main challenges teachers reported facing were keeping their students engaged and progressing in the learning activities; unequal student access to technology and the internet; and learning and troubleshooting technology. At the same time, learning new technology and online resources was also what teachers most frequently reported enjoying about remote teaching.

Abstract: Abstract This descriptive research study examined the quality of undergraduate coursework and the extent to which teacher educators teach culturally responsive practices to teacher candidates. Six teacher educators completed a survey, content analysis of all course syllabi in the program, and an interview. Findings highlight a mismatch between the teacher educators and the culturally responsive content and pedagogy they intend to teach. This study highlights the need for ongoing culturally responsive faculty professional development.

Abstract: This longitudinal case study examined the impact of in-service teacher professional development (PD) on teacher cognition relative to multilingualism and pedagogical practices in linguistically diverse classrooms. Two teachers of English as an additional language (EAL) at a primary school in Norway, who teach large numbers of linguistically and culturally diverse students, participated in twelve workshops that focused on both theoretical and pedagogical aspects of language learning and multilingualism. Drawing on questionnaire and classroom observation data collected during two phases of the project (before and after PD), the findings suggest that the teachers displayed individual trajectories in the development of teacher cognition and practices. While one of the teachers showed considerable change over time, the other one remained more stable, suggesting that individual differences, such as language and family background, education, and teaching experience mediate the impact of PD. Implications for local PD at the site of data collection and broader implications for PD in multilingual contexts are discussed.

Abstract: Since the 1970s, the definition of faculty development has evolved from improving teaching skills and classroom performance to a full range of activities involving teaching, leadership, mentorship of students, and impacting institutional culture. Unfortunately, in many educational programs, the focus of faculty development is still on classroom performance and research activities. This is troubling given the increased competitive nature of higher education in general, and even medical education, to attract the best students. The purpose of this article is to demonstrate how the Kirkpatrick model can be used as a framework for the development, implementation, and management of a comprehensive faculty development program. An important gap exists within the academic literature regarding a lack of discussion and analysis about how faculty development can be implemented in a way that helps healthcare faculty improve their skills in all areas of academic performance. At the same time, there is a lack of discussion and analysis about the need for medical schools to align faculty development with larger institutional goals and outcomes. The discussion included in this article serves to begin the process of filling that gap within the academic literature by demonstrating that the Kirkpatrick model can be used to implement and manage faculty development programs in which there is an institutional focus rather than an individual focus. By focusing on faculty development that is aligned with larger institutional goals, medical schools can be more competitive and better serve the future healthcare professionals they are training.

Abstract: Despite warrants for classroom discussion, research consistently finds that discussions in K-12 classrooms remain rare. Our research investigates whether and in what ways practice-based teacher learning opportunities focused on discussion facilitation influence opportunities for student talk. Grounded in data from a job-embedded professional development program for fourth- to eighth-grade literacy teachers, we analyzed videos of teachers co-planning and co-facilitating discussions with students. Findings indicate that, across 1 year, during co-facilitated classroom discussions, teacher talk decreased, while student talk increased. In a parallel finding, our analysis of co-planning sessions revealed that the ways teachers planned for discussions also changed. Teachers went from engaging only in what we call proactive pedagogical reasoning to balancing that with what we have come to call responsive pedagogical reasoning.

Abstract: Online education has increased rapidly since its inception and will likely continue this upward trend post-pandemic. Strategies of successful online instructors include incorporating active learning, effectively communicating with students, and using universal design and backwards design principles in course development. Additionally, online instructors need institutional support in the form of: professional development opportunities to foster their continued growth and course improvement; student support for online learning through training modules and technological support; and facilities, such as testing centers. This chapter presents examples from experienced online educators to help faculty and administrators support effective online instruction for students.

Abstract: ABSTRACT Co-creating faculty development courses or activities through student-teacher partnership is a promising recent educational advancement that also introduces new challenges. This study aimed at exploring the perceptions of students and teachers regarding their experiences as co-creators of a faculty development programmes so that valuable lessons can be learned from their experiences, leveraging towards better programme design in the future. The perceived value of contributions and ways to improve student-teacher partnership in future co-creation activities were also explored. Although some negative and demotivating factors were reported, participants mostly perceived their co-creation experience positively. The inclusion of both students and teachers in co-creating faculty development programmes was perceived essential, because it conveys multiple benefits for stakeholders, the created faculty development programmes, and the design process itself. However, purposeful recruitment of participants and their pre-training are crucial to ensure a successful and productive co-creation activity.

Abstract: Drawing from examples of career development initiatives implemented by SAGE 2YC Faculty Change Agents, this chapter illustrates the role of career development in supporting the success of all community college students and guides faculty, administrators, and professional societies on how to advance student career development on a variety of scales. Career development as an integral component of community college science courses has major implications for increasing the diversity of science professionals, conveying the importance of science and scientific literacy in career sectors within and outside of the sciences, reducing equity gaps in students’ career development as undergraduates, and facilitating skill-building necessary for the workforce. We urge community college science faculty and administrators to consider the powerful impact that career skill-building and career exploration have on students and encourage the adoption of career development activities at the classroom, program, and institutional levels.

Abstract: Just a decade ago Vision and Change in Undergraduate Biology Education: A Call to Action was released, catalyzing several initiatives to transform undergraduate life sciences education. Among these was the Partnership for Undergraduate Life Sciences Education (PULSE), a national organization commissioned to increase the adoption of Vision and Change recommendations within academic life sciences departments. PULSE activities have been designed based on the recognition that life sciences departments and faculty are embedded within institutions of higher education which, similar to other large organizations, are complex systems composed of multiple, interconnected subsystems. The organizational change research suggests that effecting large-scale changes (e.g., undergraduate STEM education transformation) may be facilitated by applying systems thinking to change efforts. In this paper we introduce the approach of systems thinking as a professional development tool to empower individual STEM faculty to effect department-level transformation. We briefly describe a professional development experience designed to increase life sciences faculty members’ understanding of systems thinking, present evidence that faculty applied a systems thinking approach to initiate department-level change, and discuss the degree to which transformation efforts were perceived to be successful. Though focused on faculty in the life sciences, our findings are broadly transferable to other efforts seeking to effect change in undergraduate STEM education.

Abstract: Background: The coronavirus-2019 (COVID-19) pandemic is a worldwide evolving situation that has resulted in rapid adaptations of faculty development interventions in medical education. The present rapid systematic review aims to provide a narrative synthesis of the evidence concerning focus, intervention type, instructional methods, duration, and the evaluations results of the faculty development interventions in the medical education area in response to the COVID-19 pandemic. Methods: This was a systematic study conducted on 5 databases (Medline/PubMed, EMBASE, Web of Science, ERIC, and Scopus) from December 2019 to November 2021. We used specific keywords such as faculty development, COVID-19, and medical education on electronic databases. To find additional relevant studies, we conducted a forward and backward searching strategy by checking the reference lists and citations of the included articles. Studies reporting the educational faculty development interventions in medical education during the COVID-19 era and those articles published in English were included. Titles, abstracts, and full texts were screened and the data were extracted by 2 authors. Results: Ten articles were included, most of which were focused on the improvement of online teaching and learning skills. The findings are organized into 2 main categories, including a description of the interventions, and the special aspects of the studies in response to the COVID-19 pandemic. Conclusion: This review explores the evidence concerning faculty development programs in the medical education area in response to the COVID-19 pandemic. These interventions may develop individual abilities and organizational capacities of health professions educators to enable them to sustain academic vitality and cope with the pandemic crisis. Also a rapid movement to online faculty developments, which will likely continue after the pandemic, was argued and it is required to direct the adaptations and innovations of educational developments to an organized structure in the future.

Abstract: ABSTRACT Physician faculty learn teaching skills informally while fighting competing professional obligations. One underutilized proven technique to improve teaching skills is peer observation with feedback. We aimed to understand benefits and challenges of a physician faculty development program based on peer observation of teaching and to develop best practice recommendations for future program development. The authors developed a peer observation-based physician faculty development program from 2015 to 2017. Two interviewers conducted and analyzed qualitative interviews with 13 faculty participants and four non-participants using content analysis to identify themes and subthemes in NVivo©. Participant-identified program benefits included conveyed institutional support for teaching, the opportunity for peer observation with direct and timely feedback, the opportunity for community building, and overall program feasibility. Program challenges included competing scheduling demands, variability in feedback quality, and difficulty maintaining engagement for the program duration. Potential areas for improvement included participation incentives, external faculty involvement, assistance with program logistics and administration, and improvement in the consistency of the feedback experience. While peer observation is a valued approach to physician faculty development of teaching skills, competing demands on physicians may still limit program effectiveness. Program sustainability depends on optimizing feedback quality, boosting motivation for participation, and providing administrative support.

Abstract: Abstract Background Despite the long-standing faculty development initiatives for improving teaching skills in the health professions, there is still a growing need for educators who are formally trained in educational theory and practice as health professions schools experience dramatic demand and growth. Graduate programs in health professions education (HPE) provide an avenue for health professions’ faculty continuing professional development to enhance their knowledge and skills for teaching and curriculum leadership roles. There has been a proliferation of certificate, master’s, and doctoral programs in HPE over the last two decades to respond to the growing need for well-prepared faculty educators and program leadership. The purpose of this study was to identify and describe current HPE doctoral programs in United States (U.S.) and Canada. Methods The study first examined doctoral programs in HPE identified in earlier studies. Next, we searched the literature and the web to identify new doctoral programs in the U.S. and Canada that had been established between 2014, when the prior study was conducted, and 2022. We then collated and described the characteristics of these programs, highlighting their similarities and differences. Results We identified a total of 20 doctoral programs, 17 in the U.S. and 3 in Canada. Of these, 12 programs in the U.S. and 1 program in Canada were established in the last 8 years. There are many similarities and some notable differences across programs with respect to degree title, admission requirements, duration, delivery format, curriculum, and graduation requirements. Most programs are delivered in a hybrid format and the average time for completion is 4 years. Conclusions The workforce shortage facing health professional schools presents an opportunity, or perhaps imperative, for continuing professional development in HPE through certificate, master’s, or doctoral programs. With the current exponential growth of new doctoral programs, there is a need to standardize the title, degree requirements, and further develop core competencies that guide the knowledge and skills HPE graduates are expected to have upon graduation.

Abstract: Inspired by the SAGE 2YC project, we, the authors, examined course outcome data by demographics, which led to engagement of faculty across campus. Although our introductory-level geology course had one of the highest “C or better” rates in the institution, when we examined course success by demographics, significant racial inequities emerged. As part of our mission to reduce inequities college-wide, we encouraged faculty across our institution to examine their own course success rates and adopt pedagogical techniques that have demonstrated results at minimizing or eliminating inequities in course outcomes. We engaged faculty in a departmental equity group, a panel of cross-college departmental equity groups, a workshop series for STEM instructors, and a college-wide workshop on syllabus revision. Interdisciplinary faculty learning communities can effectively create systemic, bottom-up change by engaging faculty across disciplines to identify inequities within their sphere of influence.