May 2016 Special Issue of the
Journal of Faculty Development
Guest Edited by:
Russell Carpenter, Charlie Sweet, & Hal Blythe, Eastern Kentucky University
Theme: The Future of Faculty Development
In 2006, Mary Deane Sorcinelli, Ann E. Austin, Pamela L. Eddy, and Andrea L. Beach wrote in Creating the Future of Faculty Development: Learning From the Past, Understanding the Present that we have “entered a new age—the Age of the Network. Faculty, developers, and institutions are facing heightened expectations, and meeting these expectations will require a collaborative effort among all stakeholders in higher education” and “issues of funding and accountability can be expected to remain at the fore throughout the coming years” (pp. 4-5). A decade later, the traditional triad of faculty responsibilities has evolved into a tetrad—teaching, scholarship, service, and professional development, yet while more is expected of faculty, the time and funding for those responsibilities have not kept pace. On many campuses, the responsibility for professional development has fallen on centers for teaching and learning (CTLs), and these programs are developing new and innovative ways of engaging with faculty from across campus.
This special issue invites scholars, as they look to the future, to highlight the most successful and promising strategies for designing, implementing, and assessing future faculty development initiatives. Authors might consider best practices implemented or in process on their campuses along with challenges or opportunities involved with engaging faculty through the use of technology.
Framing questions can include but are not limited to:
- What do you envision professional development looking like in ten years?
- What is the best way to utilize technology for solving problems?
- What best practices for CTLs will continue to be best practices?
- What best practices might emerge?
- If busy faculty are reluctant to come to CTLs, how might the CTL go to faculty?
- How might CTLs incorporate creativity and creative approaches in their plans and programming?
- What aspects of their programming should CTLs assess? Conversely, what do CTLs no longer need to assess?
- How might CTLs best provide professional development programming for adjunct faculty?
- What are new practices involved in acclimating faculty to the institution?
This special issue encourages practical, specific solutions. Preference will be given to proposals that fully develop a single aspect (vs. sweeping abstractions). Please send 500-word proposals and questions to Russell Carpenter at email@example.com. Authors of accepted proposals will receive detailed guidelines for manuscript submission.
September 1, 2015: 500-word proposals due
November 15, 2015: Authors notified of review results
January 15, 2016: Full articles of 3,000 – 5,000 words returned to guest editor
February 15, 2016: Article revisions sent to authors