Changing the foundations of faculty development by developing a quality learning environment

Abstract

Introduction: Faculty development should be based on the tenets of adult education, emphasizing active learning, engagement, relevance, and opportunities for application. The traditional approach, however, has focused on providing content in an instructor-centered fashion, relying predominantly on passive learning with infrequent learner engagement, minimal learner preparation, and poor use of performance assessment to drive growth.

Perspective: By modeling the principles of educational psychology and adult learning theory (including involving the learner in the design and outcomes of the learning experience, using active learning strategies, and facilitating relationship development between learners and facilitators), faculty development can be transformed into a growth focused Quality Learning Environment (QLE).

Implications: Here, we call for a redesign of faculty development around the principles of a QLE as an investment in faculty growth and a healthier and more innovative faculty culture. A novel, four-stage approach is offered to support this transformation.

Keywords: Change leadership; Faculty development; Organizational development; Quality learning environment.