Align And Refine: Using The Taxonomy Of Significant Learning To Plan For FYS Faculty Development
- ASU Author/Contributor (non-ASU co-authors, if there are any, appear on document)
- Martha McCaughey Ph.D., Professor (Creator)
- Lillian Nave, Senior Lecturer (Creator)
- Kelly Rhodes, Associate Professor, Lead Information Literacy Lib (Creator)
- Dr.. Tracy W. Smith, Professor (Creator)
- Institution
- Appalachian State University (ASU )
- Web Site: https://library.appstate.edu/
Abstract: Our faculty development (FD) work applies Dee Fink’s (2013) integrated course design model. In this article, we describe the situational factors related to supporting faculty who teach a required, academically-focused First Year Seminar course at a large public university. We then describe how we designed a suite of FD opportunities with goals that directly responded to those situational factors. Finally, we offer a process for designing FD initiatives that can work for other programs even when their situational factors and goals are different.
Align And Refine: Using The Taxonomy Of Significant Learning To Plan For FYS Faculty Development
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Created on 11/12/2021
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Additional Information
- Publication
- McCaughey, M., Nave, L., Smith, T., & Rhodes, K.C. (2019). Align and Refine: Using the Taxonomy of Significant Learning to Plan for FYS Faculty Development. The Journal of Faculty Development, Vol. 33, No. 3, September 2019. Pages 13-18. Copyright © 2019, New Forums Press, Inc., Publisher version of record available at: https://www.ingentaconnect.com/content/magna/jfd/2019/00000033/00000003/art00002?crawler=true&mimetype=application/pdf
- Language: English
- Date: 2019
- Keywords
- First Year Seminar (FYS)Faculty Development, student support, education, higher education, college and universities, integrated course design, academic goals