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You searched for subject:(faculty development). Showing records 1 – 30 of 284 total matches.

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University of Georgia

1. Tucker, Barbara Graham. Understanding self-directed faculty development in the open access college: an Appreciative Inquiry Action Research case study.

Degree: EdD, Adult Education, 2015, University of Georgia

 In order to understand the self-directed learning of faculty for professional development in an access college in the U.S. and its relationship to the organization,… (more)

Subjects/Keywords: Faculty development

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APA (6th Edition):

Tucker, B. G. (2015). Understanding self-directed faculty development in the open access college: an Appreciative Inquiry Action Research case study. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/tucker_barbara_g_201505_edd

Chicago Manual of Style (16th Edition):

Tucker, Barbara Graham. “Understanding self-directed faculty development in the open access college: an Appreciative Inquiry Action Research case study.” 2015. Doctoral Dissertation, University of Georgia. Accessed February 25, 2020. http://purl.galileo.usg.edu/uga_etd/tucker_barbara_g_201505_edd.

MLA Handbook (7th Edition):

Tucker, Barbara Graham. “Understanding self-directed faculty development in the open access college: an Appreciative Inquiry Action Research case study.” 2015. Web. 25 Feb 2020.

Vancouver:

Tucker BG. Understanding self-directed faculty development in the open access college: an Appreciative Inquiry Action Research case study. [Internet] [Doctoral dissertation]. University of Georgia; 2015. [cited 2020 Feb 25]. Available from: http://purl.galileo.usg.edu/uga_etd/tucker_barbara_g_201505_edd.

Council of Science Editors:

Tucker BG. Understanding self-directed faculty development in the open access college: an Appreciative Inquiry Action Research case study. [Doctoral Dissertation]. University of Georgia; 2015. Available from: http://purl.galileo.usg.edu/uga_etd/tucker_barbara_g_201505_edd


Oregon State University

2. Barner, Matthew S. Pull-Oriented Faculty Development: A Multiple, Descriptive-Explanatory Case Study.

Degree: MS, 2017, Oregon State University

 Traditional faculty development programs aimed at disseminating research-based pedagogy and innovations at potential adopters have helped increase awareness of these innovations; however, their adoption into… (more)

Subjects/Keywords: Faculty Development

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APA (6th Edition):

Barner, M. S. (2017). Pull-Oriented Faculty Development: A Multiple, Descriptive-Explanatory Case Study. (Masters Thesis). Oregon State University. Retrieved from http://hdl.handle.net/1957/61903

Chicago Manual of Style (16th Edition):

Barner, Matthew S. “Pull-Oriented Faculty Development: A Multiple, Descriptive-Explanatory Case Study.” 2017. Masters Thesis, Oregon State University. Accessed February 25, 2020. http://hdl.handle.net/1957/61903.

MLA Handbook (7th Edition):

Barner, Matthew S. “Pull-Oriented Faculty Development: A Multiple, Descriptive-Explanatory Case Study.” 2017. Web. 25 Feb 2020.

Vancouver:

Barner MS. Pull-Oriented Faculty Development: A Multiple, Descriptive-Explanatory Case Study. [Internet] [Masters thesis]. Oregon State University; 2017. [cited 2020 Feb 25]. Available from: http://hdl.handle.net/1957/61903.

Council of Science Editors:

Barner MS. Pull-Oriented Faculty Development: A Multiple, Descriptive-Explanatory Case Study. [Masters Thesis]. Oregon State University; 2017. Available from: http://hdl.handle.net/1957/61903


University of Minnesota

3. Lindgren, Jeffrey. Can increasing faculty professionalism raise instructional quality at a Chinese University?.

Degree: PhD, Organizational Leadership, Policy, and Development, 2013, University of Minnesota

 The purpose of this study was to determine if increasing faculty professionalism is a viable strategy for raising the quality of instruction at a Chinese… (more)

Subjects/Keywords: China; Faculty; Faculty Development; Professionalism

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APA (6th Edition):

Lindgren, J. (2013). Can increasing faculty professionalism raise instructional quality at a Chinese University?. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/162501

Chicago Manual of Style (16th Edition):

Lindgren, Jeffrey. “Can increasing faculty professionalism raise instructional quality at a Chinese University?.” 2013. Doctoral Dissertation, University of Minnesota. Accessed February 25, 2020. http://hdl.handle.net/11299/162501.

MLA Handbook (7th Edition):

Lindgren, Jeffrey. “Can increasing faculty professionalism raise instructional quality at a Chinese University?.” 2013. Web. 25 Feb 2020.

Vancouver:

Lindgren J. Can increasing faculty professionalism raise instructional quality at a Chinese University?. [Internet] [Doctoral dissertation]. University of Minnesota; 2013. [cited 2020 Feb 25]. Available from: http://hdl.handle.net/11299/162501.

Council of Science Editors:

Lindgren J. Can increasing faculty professionalism raise instructional quality at a Chinese University?. [Doctoral Dissertation]. University of Minnesota; 2013. Available from: http://hdl.handle.net/11299/162501


Oregon State University

4. St. Clair, Tyler L. Designing An Effective Approach to Science Teacher Educator Professional Development : Lessons from the Science Education Faculty Academy.

Degree: PhD, Science Education, 2016, Oregon State University

 This dissertation consists of a set of three manuscripts exploring features of effective professional development (PD) for science teacher educators. Literature about context-specific PD for… (more)

Subjects/Keywords: faculty professional development; Science teachers

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APA (6th Edition):

St. Clair, T. L. (2016). Designing An Effective Approach to Science Teacher Educator Professional Development : Lessons from the Science Education Faculty Academy. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/59555

Chicago Manual of Style (16th Edition):

St. Clair, Tyler L. “Designing An Effective Approach to Science Teacher Educator Professional Development : Lessons from the Science Education Faculty Academy.” 2016. Doctoral Dissertation, Oregon State University. Accessed February 25, 2020. http://hdl.handle.net/1957/59555.

MLA Handbook (7th Edition):

St. Clair, Tyler L. “Designing An Effective Approach to Science Teacher Educator Professional Development : Lessons from the Science Education Faculty Academy.” 2016. Web. 25 Feb 2020.

Vancouver:

St. Clair TL. Designing An Effective Approach to Science Teacher Educator Professional Development : Lessons from the Science Education Faculty Academy. [Internet] [Doctoral dissertation]. Oregon State University; 2016. [cited 2020 Feb 25]. Available from: http://hdl.handle.net/1957/59555.

Council of Science Editors:

St. Clair TL. Designing An Effective Approach to Science Teacher Educator Professional Development : Lessons from the Science Education Faculty Academy. [Doctoral Dissertation]. Oregon State University; 2016. Available from: http://hdl.handle.net/1957/59555


Colorado State University

5. Wells, Christopher Alan. Adjunct faculty experiences in a comprehensive development program: a single-site case study.

Degree: PhD, Education, 2015, Colorado State University

 Adjunct faculty have come to represent an increasingly larger portion of the overall faculty population in American community colleges and according to recent studies now… (more)

Subjects/Keywords: professional development; adjunct faculty

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APA (6th Edition):

Wells, C. A. (2015). Adjunct faculty experiences in a comprehensive development program: a single-site case study. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/166893

Chicago Manual of Style (16th Edition):

Wells, Christopher Alan. “Adjunct faculty experiences in a comprehensive development program: a single-site case study.” 2015. Doctoral Dissertation, Colorado State University. Accessed February 25, 2020. http://hdl.handle.net/10217/166893.

MLA Handbook (7th Edition):

Wells, Christopher Alan. “Adjunct faculty experiences in a comprehensive development program: a single-site case study.” 2015. Web. 25 Feb 2020.

Vancouver:

Wells CA. Adjunct faculty experiences in a comprehensive development program: a single-site case study. [Internet] [Doctoral dissertation]. Colorado State University; 2015. [cited 2020 Feb 25]. Available from: http://hdl.handle.net/10217/166893.

Council of Science Editors:

Wells CA. Adjunct faculty experiences in a comprehensive development program: a single-site case study. [Doctoral Dissertation]. Colorado State University; 2015. Available from: http://hdl.handle.net/10217/166893


Purdue University

6. Cawthorne, James Edwin. Thematic analysis of influencers on continuing professional learning of tenure track engineering faculty as assistant professors at an RU/VH institution.

Degree: PhD, Engineering Education, 2016, Purdue University

  “Although the need for lifelong learning of professionals is stressed through university education, the patent differences between learning as a student, within a controlled… (more)

Subjects/Keywords: Education; Continuing professional learning; Engineering faculty; Faculty development; Professional development; Tenure-track faculty; Higher Education

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APA (6th Edition):

Cawthorne, J. E. (2016). Thematic analysis of influencers on continuing professional learning of tenure track engineering faculty as assistant professors at an RU/VH institution. (Doctoral Dissertation). Purdue University. Retrieved from https://docs.lib.purdue.edu/open_access_dissertations/741

Chicago Manual of Style (16th Edition):

Cawthorne, James Edwin. “Thematic analysis of influencers on continuing professional learning of tenure track engineering faculty as assistant professors at an RU/VH institution.” 2016. Doctoral Dissertation, Purdue University. Accessed February 25, 2020. https://docs.lib.purdue.edu/open_access_dissertations/741.

MLA Handbook (7th Edition):

Cawthorne, James Edwin. “Thematic analysis of influencers on continuing professional learning of tenure track engineering faculty as assistant professors at an RU/VH institution.” 2016. Web. 25 Feb 2020.

Vancouver:

Cawthorne JE. Thematic analysis of influencers on continuing professional learning of tenure track engineering faculty as assistant professors at an RU/VH institution. [Internet] [Doctoral dissertation]. Purdue University; 2016. [cited 2020 Feb 25]. Available from: https://docs.lib.purdue.edu/open_access_dissertations/741.

Council of Science Editors:

Cawthorne JE. Thematic analysis of influencers on continuing professional learning of tenure track engineering faculty as assistant professors at an RU/VH institution. [Doctoral Dissertation]. Purdue University; 2016. Available from: https://docs.lib.purdue.edu/open_access_dissertations/741


Duquesne University

7. Yuan, Huixiang. A Follow-up Study to Determine the Effectiveness of a Faculty Development Program Designed to Transition to a Student-Centered Approach at Xi'an Eurasia University in China.

Degree: EdD, Instructional Technology (EdDIT), 2014, Duquesne University

 This study investigated the effectiveness of a two-year faculty development program designed to assist faculty in making transition from a teacher-centered to a student-centered approach… (more)

Subjects/Keywords: China; effectiveness; faculty development; faculty development program; student-centered

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APA (6th Edition):

Yuan, H. (2014). A Follow-up Study to Determine the Effectiveness of a Faculty Development Program Designed to Transition to a Student-Centered Approach at Xi'an Eurasia University in China. (Doctoral Dissertation). Duquesne University. Retrieved from https://dsc.duq.edu/etd/1395

Chicago Manual of Style (16th Edition):

Yuan, Huixiang. “A Follow-up Study to Determine the Effectiveness of a Faculty Development Program Designed to Transition to a Student-Centered Approach at Xi'an Eurasia University in China.” 2014. Doctoral Dissertation, Duquesne University. Accessed February 25, 2020. https://dsc.duq.edu/etd/1395.

MLA Handbook (7th Edition):

Yuan, Huixiang. “A Follow-up Study to Determine the Effectiveness of a Faculty Development Program Designed to Transition to a Student-Centered Approach at Xi'an Eurasia University in China.” 2014. Web. 25 Feb 2020.

Vancouver:

Yuan H. A Follow-up Study to Determine the Effectiveness of a Faculty Development Program Designed to Transition to a Student-Centered Approach at Xi'an Eurasia University in China. [Internet] [Doctoral dissertation]. Duquesne University; 2014. [cited 2020 Feb 25]. Available from: https://dsc.duq.edu/etd/1395.

Council of Science Editors:

Yuan H. A Follow-up Study to Determine the Effectiveness of a Faculty Development Program Designed to Transition to a Student-Centered Approach at Xi'an Eurasia University in China. [Doctoral Dissertation]. Duquesne University; 2014. Available from: https://dsc.duq.edu/etd/1395


Boston College

8. Pesce, Jessica Rose. Professional Development for Teaching in Higher Education: Faculty Perceptions and Attitudes.

Degree: PhD, Educational Leadership and Higher Education, 2015, Boston College

Faculty members in higher education typically have been trained in their subject matter but not in pedagogy (Austin, 1992; Healey, 2000). With increased concerns over… (more)

Subjects/Keywords: Faculty; Faculty Development; Professional Development; Research Universities; Teaching Centers; Teaching Training

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APA (6th Edition):

Pesce, J. R. (2015). Professional Development for Teaching in Higher Education: Faculty Perceptions and Attitudes. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:104134

Chicago Manual of Style (16th Edition):

Pesce, Jessica Rose. “Professional Development for Teaching in Higher Education: Faculty Perceptions and Attitudes.” 2015. Doctoral Dissertation, Boston College. Accessed February 25, 2020. http://dlib.bc.edu/islandora/object/bc-ir:104134.

MLA Handbook (7th Edition):

Pesce, Jessica Rose. “Professional Development for Teaching in Higher Education: Faculty Perceptions and Attitudes.” 2015. Web. 25 Feb 2020.

Vancouver:

Pesce JR. Professional Development for Teaching in Higher Education: Faculty Perceptions and Attitudes. [Internet] [Doctoral dissertation]. Boston College; 2015. [cited 2020 Feb 25]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:104134.

Council of Science Editors:

Pesce JR. Professional Development for Teaching in Higher Education: Faculty Perceptions and Attitudes. [Doctoral Dissertation]. Boston College; 2015. Available from: http://dlib.bc.edu/islandora/object/bc-ir:104134


Boston University

9. Campion, MaryAnn Whalen. How does a mid-career faculty development program in academic medicine impact faculty and institutional vitality?.

Degree: EdD, Educational Leadership & Development, 2015, Boston University

 BACKGROUND: Faculty vitality is integral to the endurance of higher education. Strengthening vitality is particularly important for mid-career faculty, who represent the largest and most… (more)

Subjects/Keywords: Higher education; Academic medicine; Faculty development; Mid-career faculty

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APA (6th Edition):

Campion, M. W. (2015). How does a mid-career faculty development program in academic medicine impact faculty and institutional vitality?. (Doctoral Dissertation). Boston University. Retrieved from http://hdl.handle.net/2144/16037

Chicago Manual of Style (16th Edition):

Campion, MaryAnn Whalen. “How does a mid-career faculty development program in academic medicine impact faculty and institutional vitality?.” 2015. Doctoral Dissertation, Boston University. Accessed February 25, 2020. http://hdl.handle.net/2144/16037.

MLA Handbook (7th Edition):

Campion, MaryAnn Whalen. “How does a mid-career faculty development program in academic medicine impact faculty and institutional vitality?.” 2015. Web. 25 Feb 2020.

Vancouver:

Campion MW. How does a mid-career faculty development program in academic medicine impact faculty and institutional vitality?. [Internet] [Doctoral dissertation]. Boston University; 2015. [cited 2020 Feb 25]. Available from: http://hdl.handle.net/2144/16037.

Council of Science Editors:

Campion MW. How does a mid-career faculty development program in academic medicine impact faculty and institutional vitality?. [Doctoral Dissertation]. Boston University; 2015. Available from: http://hdl.handle.net/2144/16037


Louisiana State University

10. Schluter, Valerie S. The Transition from Clinical Practice to Academic Citizenship in Nursing Faculty.

Degree: PhD, Education, 2014, Louisiana State University

 The purpose of this phenomenological study was to explore the experience of female registered nurses who transitioned from clinical practice to a faculty role in… (more)

Subjects/Keywords: Transition to Faculty Role; Academic Citizenship; Nursing Faculty; Identity Development

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APA (6th Edition):

Schluter, V. S. (2014). The Transition from Clinical Practice to Academic Citizenship in Nursing Faculty. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-11132014-083100 ; https://digitalcommons.lsu.edu/gradschool_dissertations/3960

Chicago Manual of Style (16th Edition):

Schluter, Valerie S. “The Transition from Clinical Practice to Academic Citizenship in Nursing Faculty.” 2014. Doctoral Dissertation, Louisiana State University. Accessed February 25, 2020. etd-11132014-083100 ; https://digitalcommons.lsu.edu/gradschool_dissertations/3960.

MLA Handbook (7th Edition):

Schluter, Valerie S. “The Transition from Clinical Practice to Academic Citizenship in Nursing Faculty.” 2014. Web. 25 Feb 2020.

Vancouver:

Schluter VS. The Transition from Clinical Practice to Academic Citizenship in Nursing Faculty. [Internet] [Doctoral dissertation]. Louisiana State University; 2014. [cited 2020 Feb 25]. Available from: etd-11132014-083100 ; https://digitalcommons.lsu.edu/gradschool_dissertations/3960.

Council of Science Editors:

Schluter VS. The Transition from Clinical Practice to Academic Citizenship in Nursing Faculty. [Doctoral Dissertation]. Louisiana State University; 2014. Available from: etd-11132014-083100 ; https://digitalcommons.lsu.edu/gradschool_dissertations/3960


Clemson University

11. Lashley, Jonathan. Our Educative Reticence: A Grounded Theory of Instructors’ Not Adopting Open Textbooks.

Degree: PhD, Teaching and Learning, 2019, Clemson University

  The Open Textbook Network (OTN)—an organization based out of the University of Minnesota and comprising over 1,000 postsecondary institutions—supports the open education movement by… (more)

Subjects/Keywords: Faculty Development; Faculty Learning; Open Educational Resources; Open Textbooks; Reticence; Values

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APA (6th Edition):

Lashley, J. (2019). Our Educative Reticence: A Grounded Theory of Instructors’ Not Adopting Open Textbooks. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/2389

Chicago Manual of Style (16th Edition):

Lashley, Jonathan. “Our Educative Reticence: A Grounded Theory of Instructors’ Not Adopting Open Textbooks.” 2019. Doctoral Dissertation, Clemson University. Accessed February 25, 2020. https://tigerprints.clemson.edu/all_dissertations/2389.

MLA Handbook (7th Edition):

Lashley, Jonathan. “Our Educative Reticence: A Grounded Theory of Instructors’ Not Adopting Open Textbooks.” 2019. Web. 25 Feb 2020.

Vancouver:

Lashley J. Our Educative Reticence: A Grounded Theory of Instructors’ Not Adopting Open Textbooks. [Internet] [Doctoral dissertation]. Clemson University; 2019. [cited 2020 Feb 25]. Available from: https://tigerprints.clemson.edu/all_dissertations/2389.

Council of Science Editors:

Lashley J. Our Educative Reticence: A Grounded Theory of Instructors’ Not Adopting Open Textbooks. [Doctoral Dissertation]. Clemson University; 2019. Available from: https://tigerprints.clemson.edu/all_dissertations/2389


University of Texas – Austin

12. -6552-2887. After the workshop : a study of engineering instructors’ post-workshop implementation of active learning in the classroom.

Degree: PhD, Mechanical Engineering, 2018, University of Texas – Austin

 Existing engineering education research has empirically validated the effectiveness of active learning over traditional instructional methods. Faculty development workshops have been initiated to promote adoption… (more)

Subjects/Keywords: Engineering education; Faculty development; Active learning; Faculty workshop

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APA (6th Edition):

-6552-2887. (2018). After the workshop : a study of engineering instructors’ post-workshop implementation of active learning in the classroom. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/68398

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16th Edition):

-6552-2887. “After the workshop : a study of engineering instructors’ post-workshop implementation of active learning in the classroom.” 2018. Doctoral Dissertation, University of Texas – Austin. Accessed February 25, 2020. http://hdl.handle.net/2152/68398.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7th Edition):

-6552-2887. “After the workshop : a study of engineering instructors’ post-workshop implementation of active learning in the classroom.” 2018. Web. 25 Feb 2020.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-6552-2887. After the workshop : a study of engineering instructors’ post-workshop implementation of active learning in the classroom. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2018. [cited 2020 Feb 25]. Available from: http://hdl.handle.net/2152/68398.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

-6552-2887. After the workshop : a study of engineering instructors’ post-workshop implementation of active learning in the classroom. [Doctoral Dissertation]. University of Texas – Austin; 2018. Available from: http://hdl.handle.net/2152/68398

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete


University of Minnesota

13. Dinger, Casey. Faculty Member Engagement in the Context of Internationalization at Home at the University of Iceland: A Collective Case Study.

Degree: D.Ed., Organizational Leadership, Policy, and Development, 2018, University of Minnesota

 Internationalization at Home (IaH) has been promoted as means to increase international and intercultural education on the home campus. Considering Iceland’s recent increases in immigration,… (more)

Subjects/Keywords: Development; Faculty; IaH; Iceland; International; Teaching

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APA (6th Edition):

Dinger, C. (2018). Faculty Member Engagement in the Context of Internationalization at Home at the University of Iceland: A Collective Case Study. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/199087

Chicago Manual of Style (16th Edition):

Dinger, Casey. “Faculty Member Engagement in the Context of Internationalization at Home at the University of Iceland: A Collective Case Study.” 2018. Doctoral Dissertation, University of Minnesota. Accessed February 25, 2020. http://hdl.handle.net/11299/199087.

MLA Handbook (7th Edition):

Dinger, Casey. “Faculty Member Engagement in the Context of Internationalization at Home at the University of Iceland: A Collective Case Study.” 2018. Web. 25 Feb 2020.

Vancouver:

Dinger C. Faculty Member Engagement in the Context of Internationalization at Home at the University of Iceland: A Collective Case Study. [Internet] [Doctoral dissertation]. University of Minnesota; 2018. [cited 2020 Feb 25]. Available from: http://hdl.handle.net/11299/199087.

Council of Science Editors:

Dinger C. Faculty Member Engagement in the Context of Internationalization at Home at the University of Iceland: A Collective Case Study. [Doctoral Dissertation]. University of Minnesota; 2018. Available from: http://hdl.handle.net/11299/199087


University of Minnesota

14. Pekol, Amy. Faculty Agency in a U.S.-Colombia University Development Partnership: Bending Toward Justice.

Degree: PhD, Educational Policy and Administration, 2017, University of Minnesota

 This dissertation explores faculty engagement at the crossroads of higher education and international development policy through a comparative case study of a U.S.-Colombia human rights… (more)

Subjects/Keywords: Agency; Faculty; Higher education; International development; Partnerships

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APA (6th Edition):

Pekol, A. (2017). Faculty Agency in a U.S.-Colombia University Development Partnership: Bending Toward Justice. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/190510

Chicago Manual of Style (16th Edition):

Pekol, Amy. “Faculty Agency in a U.S.-Colombia University Development Partnership: Bending Toward Justice.” 2017. Doctoral Dissertation, University of Minnesota. Accessed February 25, 2020. http://hdl.handle.net/11299/190510.

MLA Handbook (7th Edition):

Pekol, Amy. “Faculty Agency in a U.S.-Colombia University Development Partnership: Bending Toward Justice.” 2017. Web. 25 Feb 2020.

Vancouver:

Pekol A. Faculty Agency in a U.S.-Colombia University Development Partnership: Bending Toward Justice. [Internet] [Doctoral dissertation]. University of Minnesota; 2017. [cited 2020 Feb 25]. Available from: http://hdl.handle.net/11299/190510.

Council of Science Editors:

Pekol A. Faculty Agency in a U.S.-Colombia University Development Partnership: Bending Toward Justice. [Doctoral Dissertation]. University of Minnesota; 2017. Available from: http://hdl.handle.net/11299/190510


Penn State University

15. McQuiggan, Carol. Preparing to Teach Online as Transformative Faculty Development.

Degree: EdD, Adult Education, 2011, Penn State University

 An action research study was conducted at a campus college of a large Research I institution of higher education to explore transformative learning among higher… (more)

Subjects/Keywords: transformative learning; faculty development; teaching online

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APA (6th Edition):

McQuiggan, C. (2011). Preparing to Teach Online as Transformative Faculty Development. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/11670

Chicago Manual of Style (16th Edition):

McQuiggan, Carol. “Preparing to Teach Online as Transformative Faculty Development.” 2011. Doctoral Dissertation, Penn State University. Accessed February 25, 2020. https://etda.libraries.psu.edu/catalog/11670.

MLA Handbook (7th Edition):

McQuiggan, Carol. “Preparing to Teach Online as Transformative Faculty Development.” 2011. Web. 25 Feb 2020.

Vancouver:

McQuiggan C. Preparing to Teach Online as Transformative Faculty Development. [Internet] [Doctoral dissertation]. Penn State University; 2011. [cited 2020 Feb 25]. Available from: https://etda.libraries.psu.edu/catalog/11670.

Council of Science Editors:

McQuiggan C. Preparing to Teach Online as Transformative Faculty Development. [Doctoral Dissertation]. Penn State University; 2011. Available from: https://etda.libraries.psu.edu/catalog/11670


Louisiana State University

16. Loftin, Jennifer Kristine. White faculty as racial justice allies at a predominantly White institution.

Degree: PhD, Education, 2010, Louisiana State University

 This qualitative study uses the conceptual framework of critical race theory to examine the experiences of White faculty as racial justice allies at a predominantly… (more)

Subjects/Keywords: ally identity development; social justice; faculty work

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APA (6th Edition):

Loftin, J. K. (2010). White faculty as racial justice allies at a predominantly White institution. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-11152010-131223 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2882

Chicago Manual of Style (16th Edition):

Loftin, Jennifer Kristine. “White faculty as racial justice allies at a predominantly White institution.” 2010. Doctoral Dissertation, Louisiana State University. Accessed February 25, 2020. etd-11152010-131223 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2882.

MLA Handbook (7th Edition):

Loftin, Jennifer Kristine. “White faculty as racial justice allies at a predominantly White institution.” 2010. Web. 25 Feb 2020.

Vancouver:

Loftin JK. White faculty as racial justice allies at a predominantly White institution. [Internet] [Doctoral dissertation]. Louisiana State University; 2010. [cited 2020 Feb 25]. Available from: etd-11152010-131223 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2882.

Council of Science Editors:

Loftin JK. White faculty as racial justice allies at a predominantly White institution. [Doctoral Dissertation]. Louisiana State University; 2010. Available from: etd-11152010-131223 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2882


Virginia Tech

17. Bond, Mark Aaron. Constructing Guidelines for Building Communities of Practice for  Supporting Faculty Professional Development in Electronic Environments.

Degree: PhD, Teaching and Learning, 2013, Virginia Tech

Faculty who teach online courses at large research institutions have unique professional development and support needs. Communities of practice may provide a solution to feelings… (more)

Subjects/Keywords: community of practice; faculty development; ADDIE model

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Bond, M. A. (2013). Constructing Guidelines for Building Communities of Practice for  Supporting Faculty Professional Development in Electronic Environments. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/50569

Chicago Manual of Style (16th Edition):

Bond, Mark Aaron. “Constructing Guidelines for Building Communities of Practice for  Supporting Faculty Professional Development in Electronic Environments.” 2013. Doctoral Dissertation, Virginia Tech. Accessed February 25, 2020. http://hdl.handle.net/10919/50569.

MLA Handbook (7th Edition):

Bond, Mark Aaron. “Constructing Guidelines for Building Communities of Practice for  Supporting Faculty Professional Development in Electronic Environments.” 2013. Web. 25 Feb 2020.

Vancouver:

Bond MA. Constructing Guidelines for Building Communities of Practice for  Supporting Faculty Professional Development in Electronic Environments. [Internet] [Doctoral dissertation]. Virginia Tech; 2013. [cited 2020 Feb 25]. Available from: http://hdl.handle.net/10919/50569.

Council of Science Editors:

Bond MA. Constructing Guidelines for Building Communities of Practice for  Supporting Faculty Professional Development in Electronic Environments. [Doctoral Dissertation]. Virginia Tech; 2013. Available from: http://hdl.handle.net/10919/50569


Tampere University

18. Nguyen, Thi Huong. Evaluation of training of trainer program case of Bach Mai Hospital 2010 - 2013 .

Degree: 2018, Tampere University

 Training activities play an extremely important role in updating knowledge, skills and transferring techniques to meet requirements of continuous development of medical science and technology… (more)

Subjects/Keywords: evaluation; training the trainer; faculty development

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Nguyen, T. H. (2018). Evaluation of training of trainer program case of Bach Mai Hospital 2010 - 2013 . (Masters Thesis). Tampere University. Retrieved from https://trepo.tuni.fi/handle/10024/104075

Chicago Manual of Style (16th Edition):

Nguyen, Thi Huong. “Evaluation of training of trainer program case of Bach Mai Hospital 2010 - 2013 .” 2018. Masters Thesis, Tampere University. Accessed February 25, 2020. https://trepo.tuni.fi/handle/10024/104075.

MLA Handbook (7th Edition):

Nguyen, Thi Huong. “Evaluation of training of trainer program case of Bach Mai Hospital 2010 - 2013 .” 2018. Web. 25 Feb 2020.

Vancouver:

Nguyen TH. Evaluation of training of trainer program case of Bach Mai Hospital 2010 - 2013 . [Internet] [Masters thesis]. Tampere University; 2018. [cited 2020 Feb 25]. Available from: https://trepo.tuni.fi/handle/10024/104075.

Council of Science Editors:

Nguyen TH. Evaluation of training of trainer program case of Bach Mai Hospital 2010 - 2013 . [Masters Thesis]. Tampere University; 2018. Available from: https://trepo.tuni.fi/handle/10024/104075


University of Southern California

19. Philadelphia, Marion. Will school-based online faculty development be an effective tool for their professional growth?.

Degree: EdD, Education (Leadership), 2013, University of Southern California

 This case study was built on the premise that faculty in higher education, in order to be effective core facilitators of student learning, need additional… (more)

Subjects/Keywords: faculty development; pedagogy; faculty learning; faculty professional development; online learning; instructional technology; universal design; creativity; creative thinking; leadership; faculty motivation; reflection; institutional culture; faculty in higher education

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APA (6th Edition):

Philadelphia, M. (2013). Will school-based online faculty development be an effective tool for their professional growth?. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/253752/rec/7937

Chicago Manual of Style (16th Edition):

Philadelphia, Marion. “Will school-based online faculty development be an effective tool for their professional growth?.” 2013. Doctoral Dissertation, University of Southern California. Accessed February 25, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/253752/rec/7937.

MLA Handbook (7th Edition):

Philadelphia, Marion. “Will school-based online faculty development be an effective tool for their professional growth?.” 2013. Web. 25 Feb 2020.

Vancouver:

Philadelphia M. Will school-based online faculty development be an effective tool for their professional growth?. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2020 Feb 25]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/253752/rec/7937.

Council of Science Editors:

Philadelphia M. Will school-based online faculty development be an effective tool for their professional growth?. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/253752/rec/7937

20. Strickland-Davis, Shanika Shantell. The Impact of Professional Development Grounded in Social Learning on Community College Faculty Efficacy.

Degree: PhD, Occupational/Tech Studies, 2018, Old Dominion University

  Community college faculty have experienced a shift in focus from access to access and student success. Given this shift in responsibility for student learning,… (more)

Subjects/Keywords: Community college faculty; Faculty development; Professional development; Social learning; Teacher efficacy; Education; Higher Education; Teacher Education and Professional Development

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Strickland-Davis, S. S. (2018). The Impact of Professional Development Grounded in Social Learning on Community College Faculty Efficacy. (Doctoral Dissertation). Old Dominion University. Retrieved from 9780438455351 ; https://digitalcommons.odu.edu/stemps_etds/38

Chicago Manual of Style (16th Edition):

Strickland-Davis, Shanika Shantell. “The Impact of Professional Development Grounded in Social Learning on Community College Faculty Efficacy.” 2018. Doctoral Dissertation, Old Dominion University. Accessed February 25, 2020. 9780438455351 ; https://digitalcommons.odu.edu/stemps_etds/38.

MLA Handbook (7th Edition):

Strickland-Davis, Shanika Shantell. “The Impact of Professional Development Grounded in Social Learning on Community College Faculty Efficacy.” 2018. Web. 25 Feb 2020.

Vancouver:

Strickland-Davis SS. The Impact of Professional Development Grounded in Social Learning on Community College Faculty Efficacy. [Internet] [Doctoral dissertation]. Old Dominion University; 2018. [cited 2020 Feb 25]. Available from: 9780438455351 ; https://digitalcommons.odu.edu/stemps_etds/38.

Council of Science Editors:

Strickland-Davis SS. The Impact of Professional Development Grounded in Social Learning on Community College Faculty Efficacy. [Doctoral Dissertation]. Old Dominion University; 2018. Available from: 9780438455351 ; https://digitalcommons.odu.edu/stemps_etds/38


University of Oxford

21. Machi, Sato. Unpacking faculty development in Japan : an ethnography of faculty development practitioners.

Degree: PhD, 2013, University of Oxford

 This thesis provides an ethnographic account of the lived experiences of faculty development practitioners in Japan. Through participatory observation and ethnographic interviews, it seeks to… (more)

Subjects/Keywords: 378.52; Education; higher education; ethnography; academic development; faculty development; Japan

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Machi, S. (2013). Unpacking faculty development in Japan : an ethnography of faculty development practitioners. (Doctoral Dissertation). University of Oxford. Retrieved from http://ora.ox.ac.uk/objects/uuid:ca091ed3-3d08-4dc4-8a0a-fb0a26b79613 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.627790

Chicago Manual of Style (16th Edition):

Machi, Sato. “Unpacking faculty development in Japan : an ethnography of faculty development practitioners.” 2013. Doctoral Dissertation, University of Oxford. Accessed February 25, 2020. http://ora.ox.ac.uk/objects/uuid:ca091ed3-3d08-4dc4-8a0a-fb0a26b79613 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.627790.

MLA Handbook (7th Edition):

Machi, Sato. “Unpacking faculty development in Japan : an ethnography of faculty development practitioners.” 2013. Web. 25 Feb 2020.

Vancouver:

Machi S. Unpacking faculty development in Japan : an ethnography of faculty development practitioners. [Internet] [Doctoral dissertation]. University of Oxford; 2013. [cited 2020 Feb 25]. Available from: http://ora.ox.ac.uk/objects/uuid:ca091ed3-3d08-4dc4-8a0a-fb0a26b79613 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.627790.

Council of Science Editors:

Machi S. Unpacking faculty development in Japan : an ethnography of faculty development practitioners. [Doctoral Dissertation]. University of Oxford; 2013. Available from: http://ora.ox.ac.uk/objects/uuid:ca091ed3-3d08-4dc4-8a0a-fb0a26b79613 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.627790


University of Minnesota

22. Andzenge, Senenge. Developing TPACK in Practice: a multiple case study of higher education instructors.

Degree: PhD, Education, Curriculum and Instruction, 2018, University of Minnesota

 Engaging instructors with technology remains a problem in higher education (Westberry, McNaughton, Billot, & Gaeta, 2015). For many instructors, competency with new tools and practices… (more)

Subjects/Keywords: Adult Learning; Constructivism; Faculty Development; Learning Sciences; Learning Technologies; Professional Development

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Andzenge, S. (2018). Developing TPACK in Practice: a multiple case study of higher education instructors. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/201716

Chicago Manual of Style (16th Edition):

Andzenge, Senenge. “Developing TPACK in Practice: a multiple case study of higher education instructors.” 2018. Doctoral Dissertation, University of Minnesota. Accessed February 25, 2020. http://hdl.handle.net/11299/201716.

MLA Handbook (7th Edition):

Andzenge, Senenge. “Developing TPACK in Practice: a multiple case study of higher education instructors.” 2018. Web. 25 Feb 2020.

Vancouver:

Andzenge S. Developing TPACK in Practice: a multiple case study of higher education instructors. [Internet] [Doctoral dissertation]. University of Minnesota; 2018. [cited 2020 Feb 25]. Available from: http://hdl.handle.net/11299/201716.

Council of Science Editors:

Andzenge S. Developing TPACK in Practice: a multiple case study of higher education instructors. [Doctoral Dissertation]. University of Minnesota; 2018. Available from: http://hdl.handle.net/11299/201716


University of Tennessee – Knoxville

23. Held, Samuel. Participant Career and Research Outcomes of the Ralph E. Powe Junior Faculty Award.

Degree: 2014, University of Tennessee – Knoxville

 In 1991, ORAU created the Ralph E. Powe Junior Faculty Award program providing seed money for research of early career faculty at ORAU member universities.… (more)

Subjects/Keywords: early career faculty; faculty development; research outcomes; career trajectory; Educational Assessment, Evaluation, and Research

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APA (6th Edition):

Held, S. (2014). Participant Career and Research Outcomes of the Ralph E. Powe Junior Faculty Award. (Doctoral Dissertation). University of Tennessee – Knoxville. Retrieved from https://trace.tennessee.edu/utk_graddiss/2828

Chicago Manual of Style (16th Edition):

Held, Samuel. “Participant Career and Research Outcomes of the Ralph E. Powe Junior Faculty Award.” 2014. Doctoral Dissertation, University of Tennessee – Knoxville. Accessed February 25, 2020. https://trace.tennessee.edu/utk_graddiss/2828.

MLA Handbook (7th Edition):

Held, Samuel. “Participant Career and Research Outcomes of the Ralph E. Powe Junior Faculty Award.” 2014. Web. 25 Feb 2020.

Vancouver:

Held S. Participant Career and Research Outcomes of the Ralph E. Powe Junior Faculty Award. [Internet] [Doctoral dissertation]. University of Tennessee – Knoxville; 2014. [cited 2020 Feb 25]. Available from: https://trace.tennessee.edu/utk_graddiss/2828.

Council of Science Editors:

Held S. Participant Career and Research Outcomes of the Ralph E. Powe Junior Faculty Award. [Doctoral Dissertation]. University of Tennessee – Knoxville; 2014. Available from: https://trace.tennessee.edu/utk_graddiss/2828


University of South Florida

24. Navarro, Ashley M. An Exploration of Adjunct Faculty Preferences for Professional Development Opportunities at a Florida State College.

Degree: 2019, University of South Florida

 The purpose of this study was to explore adjunct faculty perceptions of factors that influence participation in faculty development at a multi-campus Florida state college.… (more)

Subjects/Keywords: community college; faculty development; part-time faculty; Educational Administration and Supervision; Higher Education and Teaching

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Navarro, A. M. (2019). An Exploration of Adjunct Faculty Preferences for Professional Development Opportunities at a Florida State College. (Thesis). University of South Florida. Retrieved from https://scholarcommons.usf.edu/etd/7867

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Navarro, Ashley M. “An Exploration of Adjunct Faculty Preferences for Professional Development Opportunities at a Florida State College.” 2019. Thesis, University of South Florida. Accessed February 25, 2020. https://scholarcommons.usf.edu/etd/7867.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Navarro, Ashley M. “An Exploration of Adjunct Faculty Preferences for Professional Development Opportunities at a Florida State College.” 2019. Web. 25 Feb 2020.

Vancouver:

Navarro AM. An Exploration of Adjunct Faculty Preferences for Professional Development Opportunities at a Florida State College. [Internet] [Thesis]. University of South Florida; 2019. [cited 2020 Feb 25]. Available from: https://scholarcommons.usf.edu/etd/7867.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Navarro AM. An Exploration of Adjunct Faculty Preferences for Professional Development Opportunities at a Florida State College. [Thesis]. University of South Florida; 2019. Available from: https://scholarcommons.usf.edu/etd/7867

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

25. Shattuck, Julie. Training higher education adjunct faculty to teach online: A design-based research study.

Degree: 2013, Athabasca University

This thesis researched what characteristics of a training course influenced participants’ professional practice. The training this study evaluated was MarylandOnline’s Certificate for Online Adjunct Teaching… (more)

Subjects/Keywords: Online Teaching; Adjunct Faculty; Design-Based Research; Faculty Training; Online Teaching Professional Development

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Shattuck, J. (2013). Training higher education adjunct faculty to teach online: A design-based research study. (Thesis). Athabasca University. Retrieved from http://hdl.handle.net/10791/27

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Shattuck, Julie. “Training higher education adjunct faculty to teach online: A design-based research study.” 2013. Thesis, Athabasca University. Accessed February 25, 2020. http://hdl.handle.net/10791/27.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Shattuck, Julie. “Training higher education adjunct faculty to teach online: A design-based research study.” 2013. Web. 25 Feb 2020.

Vancouver:

Shattuck J. Training higher education adjunct faculty to teach online: A design-based research study. [Internet] [Thesis]. Athabasca University; 2013. [cited 2020 Feb 25]. Available from: http://hdl.handle.net/10791/27.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Shattuck J. Training higher education adjunct faculty to teach online: A design-based research study. [Thesis]. Athabasca University; 2013. Available from: http://hdl.handle.net/10791/27

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of North Texas

26. Faulkner, Christopher G. Exploring the Relationships Between Faculty Beliefs and Technology Preferences.

Degree: 2015, University of North Texas

 All too often faculty are asked to implement technology into their teaching without the knowledge necessary to use the technology effectively. Due to the evolution… (more)

Subjects/Keywords: faculty beliefs; faculty development; technology adoption; Educational technology.; College teaching  – Aids and devices.; College teachers.

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Faulkner, C. G. (2015). Exploring the Relationships Between Faculty Beliefs and Technology Preferences. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc799481/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Faulkner, Christopher G. “Exploring the Relationships Between Faculty Beliefs and Technology Preferences.” 2015. Thesis, University of North Texas. Accessed February 25, 2020. https://digital.library.unt.edu/ark:/67531/metadc799481/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Faulkner, Christopher G. “Exploring the Relationships Between Faculty Beliefs and Technology Preferences.” 2015. Web. 25 Feb 2020.

Vancouver:

Faulkner CG. Exploring the Relationships Between Faculty Beliefs and Technology Preferences. [Internet] [Thesis]. University of North Texas; 2015. [cited 2020 Feb 25]. Available from: https://digital.library.unt.edu/ark:/67531/metadc799481/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Faulkner CG. Exploring the Relationships Between Faculty Beliefs and Technology Preferences. [Thesis]. University of North Texas; 2015. Available from: https://digital.library.unt.edu/ark:/67531/metadc799481/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Sydney

27. Pizzica, Jenny. Beyond the Program, Beyond the Individual: Impact of a University Medical Teacher Development Program on Practice .

Degree: 2016, University of Sydney

 This study investigates the impact of a University Teacher Development (UTD) Program. It explores how a cohort of medical educators who completed a Master of… (more)

Subjects/Keywords: Faculty development; Staff development; University teacher development; Program evaluation; Practice theory; Medical education

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APA (6th Edition):

Pizzica, J. (2016). Beyond the Program, Beyond the Individual: Impact of a University Medical Teacher Development Program on Practice . (Thesis). University of Sydney. Retrieved from http://hdl.handle.net/2123/14992

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Pizzica, Jenny. “Beyond the Program, Beyond the Individual: Impact of a University Medical Teacher Development Program on Practice .” 2016. Thesis, University of Sydney. Accessed February 25, 2020. http://hdl.handle.net/2123/14992.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Pizzica, Jenny. “Beyond the Program, Beyond the Individual: Impact of a University Medical Teacher Development Program on Practice .” 2016. Web. 25 Feb 2020.

Vancouver:

Pizzica J. Beyond the Program, Beyond the Individual: Impact of a University Medical Teacher Development Program on Practice . [Internet] [Thesis]. University of Sydney; 2016. [cited 2020 Feb 25]. Available from: http://hdl.handle.net/2123/14992.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Pizzica J. Beyond the Program, Beyond the Individual: Impact of a University Medical Teacher Development Program on Practice . [Thesis]. University of Sydney; 2016. Available from: http://hdl.handle.net/2123/14992

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of North Texas

28. Bunyard, Magen Lynn. Evaluation Practices of Community College Faculty Development Programs.

Degree: 2014, University of North Texas

 The purpose of this quantitative study was to determine the current state of community college faculty development program evaluation and identify possible influences on evaluation… (more)

Subjects/Keywords: faculty development; community colleges; Community college teachers  – United States.; Career development  – United States  – Evaluation.; Community colleges  – United States  – Faculty.

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Bunyard, M. L. (2014). Evaluation Practices of Community College Faculty Development Programs. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc699864/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Bunyard, Magen Lynn. “Evaluation Practices of Community College Faculty Development Programs.” 2014. Thesis, University of North Texas. Accessed February 25, 2020. https://digital.library.unt.edu/ark:/67531/metadc699864/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Bunyard, Magen Lynn. “Evaluation Practices of Community College Faculty Development Programs.” 2014. Web. 25 Feb 2020.

Vancouver:

Bunyard ML. Evaluation Practices of Community College Faculty Development Programs. [Internet] [Thesis]. University of North Texas; 2014. [cited 2020 Feb 25]. Available from: https://digital.library.unt.edu/ark:/67531/metadc699864/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Bunyard ML. Evaluation Practices of Community College Faculty Development Programs. [Thesis]. University of North Texas; 2014. Available from: https://digital.library.unt.edu/ark:/67531/metadc699864/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Arizona State University

29. Crawford, Steven Raymond. Flipped and Blended: Using Blended Faculty Development to Increase the Use of Technology Among Health Science Faculty.

Degree: Leadership and Innovation, 2015, Arizona State University

 This study reviews the effectiveness of a faculty development program to prepare faculty members in the health related fields to design and develop flipped and… (more)

Subjects/Keywords: Higher education; Educational technology; Adult education; blended learning; course development; faculty development; faculty workload; flipped learning

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Crawford, S. R. (2015). Flipped and Blended: Using Blended Faculty Development to Increase the Use of Technology Among Health Science Faculty. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/29639

Chicago Manual of Style (16th Edition):

Crawford, Steven Raymond. “Flipped and Blended: Using Blended Faculty Development to Increase the Use of Technology Among Health Science Faculty.” 2015. Doctoral Dissertation, Arizona State University. Accessed February 25, 2020. http://repository.asu.edu/items/29639.

MLA Handbook (7th Edition):

Crawford, Steven Raymond. “Flipped and Blended: Using Blended Faculty Development to Increase the Use of Technology Among Health Science Faculty.” 2015. Web. 25 Feb 2020.

Vancouver:

Crawford SR. Flipped and Blended: Using Blended Faculty Development to Increase the Use of Technology Among Health Science Faculty. [Internet] [Doctoral dissertation]. Arizona State University; 2015. [cited 2020 Feb 25]. Available from: http://repository.asu.edu/items/29639.

Council of Science Editors:

Crawford SR. Flipped and Blended: Using Blended Faculty Development to Increase the Use of Technology Among Health Science Faculty. [Doctoral Dissertation]. Arizona State University; 2015. Available from: http://repository.asu.edu/items/29639


Kansas State University

30. Persyn, John Michael. Faculty satisfaction with new faculty orientation processes during the first year of employment at the U.S. Army Command and General Staff College: an exploratory study.

Degree: PhD, Department of Educational Leadership, 2008, Kansas State University

 This exploratory study investigated the level of satisfaction that faculty members have with their new faculty orientation experiences during their first year of employment at… (more)

Subjects/Keywords: Faculty orientation; Faculty development; New faculty; Faculty satisfaction; Education, Adult and Continuing (0516)

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Persyn, J. M. (2008). Faculty satisfaction with new faculty orientation processes during the first year of employment at the U.S. Army Command and General Staff College: an exploratory study. (Doctoral Dissertation). Kansas State University. Retrieved from http://hdl.handle.net/2097/1039

Chicago Manual of Style (16th Edition):

Persyn, John Michael. “Faculty satisfaction with new faculty orientation processes during the first year of employment at the U.S. Army Command and General Staff College: an exploratory study.” 2008. Doctoral Dissertation, Kansas State University. Accessed February 25, 2020. http://hdl.handle.net/2097/1039.

MLA Handbook (7th Edition):

Persyn, John Michael. “Faculty satisfaction with new faculty orientation processes during the first year of employment at the U.S. Army Command and General Staff College: an exploratory study.” 2008. Web. 25 Feb 2020.

Vancouver:

Persyn JM. Faculty satisfaction with new faculty orientation processes during the first year of employment at the U.S. Army Command and General Staff College: an exploratory study. [Internet] [Doctoral dissertation]. Kansas State University; 2008. [cited 2020 Feb 25]. Available from: http://hdl.handle.net/2097/1039.

Council of Science Editors:

Persyn JM. Faculty satisfaction with new faculty orientation processes during the first year of employment at the U.S. Army Command and General Staff College: an exploratory study. [Doctoral Dissertation]. Kansas State University; 2008. Available from: http://hdl.handle.net/2097/1039

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