Introduction
There are many things to consider when discussing professional development in higher education. There is the obvious, training faculty and instructors to improve their teaching and to hone their skills. However, there is also staff to consider as well as the educational leadership. Leadership could include Vice Presidents, Department Chairs, Deans, etc. Each can have its own set of guidelines and priorities. Despite their differences, they can all benefit from professional development.
Faculty
As a faculty member, many professors and instructors are expected not only to teach, which includes grading and student mentoring, but also to research and to be on various committees. These various tasks can make it difficult to think about professional development. Depending on the college or university, faculty may have professional development services or even a development center at their disposal.
At Cal Poly Pomona's Faculty Development Center, "[They] provide orientation for new faculty, pedagogical resources, collaborative opportunities, and confidential consultations for all faculty." Options for new faculty, senior faculty and instructors are available to explore on their website. Additionally, other offerings provided to faculty include workshops, opportunities to join "learning communities," an annual "Faculty Day," and PolyTeach, an annual all-day conference with breakout sessions and keynote speakers.
As defined by The Glossary of Education Reform, “A professional learning community, or PLC, is a group of educators that meets regularly, shares expertise, and works collaboratively to improve teaching skills and the academic performance of students (2015).”
According to Lim & Lee, professional learning communities provide a place for faculty to collaborate and be in the mindset of learning vs. teaching (Lim & Lee, 2014). Lim and Lee also discuss the role of e-portfolios as an outlet for faculty to develop professionally. They assert that they are helpful in:
- encouraging individual and group reflection based on evidences,
- sharing and discussing promising practices and lessons learned,
- planning individual and group professional learning trajectory.
(Lim & Lee, 2014)
If the college or university lacks a dedicated faculty development facility or is unable to allocate internal resources, other options are accessible online. These could include:
Other forms of faculty professional development may include introducing or forming mentorships between junior and senior faculty. As suggested in the Collaborative Responsive Educator Mentoring Model, this type of pairing or relationship can assist with research collaboration and provide both participants with new perspectives (Bryant-Shanklin & Brumage, 2011).
Leadership
The professional development of the institution’s leadership is vital to its success. As trends and student expectations change, leaders will need to reassess and realign the mission and goals of the college or university.
For top-level management, The Executive Leadership Academy offers a yearlong program to “prepare experienced provosts and vice presidents to become successful presidents. It includes two national seminars, readings, webinars, individualized experiential activities, and structured mentorship experiences (2015).”
Department Chairs should also be provided with professional development. Often, there are faculty members who have been given this new role, and may not be equipped to dive directly into the additional duties. Based on a survey study by Riley and Russell, “The development of department chairs should be viewed from a career-long perspective of learning opportunities throughout their service as a chair . . . Department chairs hold a significant leadership role in the success of the faculty and the academic programs under their supervision” (Riley & Russell, 2013).
The Council of Independent Colleges offers a year-long Senior Leadership Academy for individuals looking to advance their career in the college/university administration, i.e. student affairs, university advancement, finance, etc.
For people or institutions interested in providing their leadership with more opportunities to enrich their professional development, there are many companies who provide this service. Below are a couple examples.
- Academic Impressions – a fee-based online site that addresses a range of issues related to student enrollment and learning, faculty support and engagement, alumni and donor support, and increasing organizational productivity. Choose to attend various conferences, various trainings and events, and webcasts.
- Magna Publications – a fee-based online source of seminars, courses, video recordings, workshops, white papers, and conferences, including a free Teaching Tips App from the Apple Store or from Google Play. Selections include Leadership Skills, Faculty Support, Institutional Assessment, Institutional Culture, etc.
Staff
When staff of a college or university are looking to enhance their marketable career skills or to further their knowledge of a subject, it is recommend for the institutions to provide professional development opportunities for staff members. Tynan and Lee state that, “professional development for academic staff is one critical aspect that universities must address in order to rise to the challenge of meeting the need for knowledge, skills and innovation in the global economy” (Tynan & Lee, 2009).
Within the CSU system, the offerings include online and face-to-face trainings. Continuing one's education is encouraged. Eligible staff can request fee waivers to advance their development either through work-related study, or identified CSU career goals. Also at Cal Poly Pomona, the Human Resources department and Organizational Development and Training department extend workshops and training for a range of topics such as Procurement 101, and various Excel workshops like “Achieving Results without Authority” and “Assertive Communications.” Online workshop options, some of which are mandatory for particular positions, include defensive driver training, Six Sigma, fork lift training, etc.
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Lynda.com - free to CPP students, staff and faculty for in-depth training in various topics. Some offerings that might appeal to staff include: "Learning to be Assertive," "Improving your Conflict Competence," "Monday Productivity Pointers," and "Building Self Confidence." There are also extensive training for specific software such as Photoshop, Excel, AutoCAD, Evernote, etc.
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SkillSoft - a fee-based online provider of courses, books and videos for various industries, including higher education.
- Cal Poly Pomona utilizes their Skillsport option, which is a fully hosted eLearning platform, which includes training such as Hazardous Material Handling, Accident Investigation & Reporting and First Aid.
- Khan Academy - free online site that focuses on Math, Science, Arts & Humanities, Economics & Finances and Computing. "Khan Academy offers practice exercises, instructional videos, and a personalized learning dashboard that empower learners to study at their own pace in and outside of the classroom."
- MaxKnowledge - an employee training provider for career colleges and universities that offers online training courses and certifications. Topics are available for Career Services, Financial Aid, Compliance, Admissions, Student Services, etc.
Although different consideration is given to the types of professional development provided within the higher education setting, it is important at all levels. Whether it is a community college, a four-year university or a technical college, advancing the knowledge of its faculty, staff and leadership should help to propel its student body and provide a framework from which to build. Emphasizing life-long learning for all employees regardless of their classification, is not only important for morale, but should foster the ideals of the very institution it supports.
References
Belinda Tynan, & Mark J.W. Lee. (2009). Tales of adventure and change: academic staff members’ future visions of higher education and their professional development needs. On the Horizon, 17(2), 98–108. http://doi.org/10.1108/10748120910965485
Bryant-Shanklin, M., & Brumage, N. W. (2011). Collaborative Responsive Education Mentoring: Mentoring For Professional Development In Higher Education. Florida Journal of Educational Administration & Policy, 5(1), 42–53.
Certified Higher Education Professional [Video File]. (2014). MaxKnowledge. Retrieved April 15, 2015 from https://www.youtube.com/watch?v=b7M1gCg0lec
Executive Leadership Academy. (n.d.). Retrieved April 15, 2015, from http://www.cic.edu/meetings-and-events/Leadership-Development/Pages/Executive-Leadership-Academy.aspx
Lim, C. P., & Lee, J. C.-K. (2014). Teaching e-portfolios and the development of professional learning communities (PLCs) in higher education institutions. The Internet and Higher Education, 20, 57–59. http://doi.org/10.1016/j.iheduc.2013.10.002
Professional Learning Opportunity Search Form. (n.d.). Retrieved April 22, 2015, from http://www3.cde.ca.gov/prodevops/search.aspx
Professional Learning Community Definition. (n.d.). Retrieved April 15, 2015, from http://edglossary.org/professional-learning-community/
Riley, T. A., & Russell, C. (2013). Leadership in Higher Education Examining Professional Development Needs for Department Chairs. Review of Higher Education & Self-Learning, 6(21), 38–57.
Welcome (Professional Development for Mentor Teaching Program)[Video File]. (2014). Swinburne Commons. Retrieved April 15, 2015 from https://www.youtube.com/watch?v=Hh3eKp26O7M
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