Role of Faculty in Curriculum

Development and Evaluation

Adopted by
Ibrahim Ayasreh

Supervised by
Prof. Ferial Hayajneh
 Objectives

 By the end of this presentation , participants will be able to :

- Identify faculty development activities which increase knowledge and

skills in curriculum development and evaluation.

- Analyze the role and responsibilities of faculty in curriculum development

and evaluation.

- Discuss the role of research process in curriculum development

and evaluation.
 Outline

 Definition of Faculty.
 General Roles of Faculty.
 Issues related to New Faculty.
 Glance over Orientation Programs.
 Glance over Mentorship.
 Role of experienced faculty.
 Currency of curriculum.
 Faculty Development for curriculum Development.
 Roles and Responsibilities of Faculty in Curriculum Development.
 Activities Related to Curriculum Development, Evaluation, an Accreditation.
 What is Faculty ?

Academics Faculty

 Faculty: teaching or academic staff of an educational system,

that are hired with a purpose of providing education to the
students
Curriculum Development & Evaluation
General Roles of Faculty
 New Faculty Issues

Current nursing faculty shortage

Little or no Little or no
experience in formal
Recruiting new faculty – Recent graduates education
academic
areas in curriculum
development

Managed by Orientation
 Orientation

Administrative organizations
Personnel policies

Orientation Program
& Committees

Philosophy, vision, and Curriculum, study program,

goals & courses

course-related activities
Faculty governance such as grading, testing,
clinical policies
 ‘‘Know Worries!’’ A Clinical Faculty
Orientation Model. Hutchinson, 2011

 A large pediatric hospital developed a mandatory, comprehensive orientation program

for all visiting faculty ( 1 day for returning, 2 days for new)

Orientation Program

Self-learning guide:
- Number of beds on the unit.
- Top 10 diagnoses on the unit.
- Common medications administered. Shadowing Partnered staff
- Staffing ratios. member
- How to access medications and
supplies.
- Arranging student assignments.
 ‘‘Know Worries!’’ A Clinical Faculty
Orientation Model. Cont…

Orientation Program

Operational topics:
- Infection control policy.
Math competency ‘‘Expectations of the Unit.’’
- New bedside monitors,
and feeding pumps
 ‘‘Know Worries!’’ A Clinical Faculty
Orientation Model. Hutchinson, 2011

 Lack of orientation programs lead to:

- Instructors rely heavily on staff.

- Adding to the workload for staff nurses.

- Slowing teaching processes.

- Hampering student learning.

- Creates tension.

- Detracting from student clinical experience.

 Mentorship

 Mentoring is a professional relationship in which an experienced person assists another in

developing specific skills and knowledge that will enhance the less-experienced person’s
professional and personal growth.

 A mentor is a trusted friend, usually with more career experience who provides a listening ear,
career advice and guidance, feedback and example.

 A mentee is usually described as a more junior professional who

has a strong desire to learn, develop, and grow professionally.
 Benchmarking and gap analysis of faculty mentorship
priorities and how well they are met. Bruner, 2016

 The purpose of this study was to develop a survey tool to benchmark school of nursing
(SON) faculty mentorship priorities and conduct a gap analysis of how well they were being
addressed.

 The respondents were asked to rank how important on a scale from 0 (no need) to 5 (the most
important need) each of the following was to reaching promotion and having a successful
career: an advisor, a coach, a sponsor, and a mentor.

 For respondents providing a rating of 4 to 5, the highest to lowest percentages were as

follows: having a mentor 81.8%.

 Among all faculty, the top five priorities were guidance on producing timely publications
(70.4%), mentorship on work-life balance (68%), mentorship on putting together a
promotion package (61.5%), guidance on test writing (60%), and utilizing technology in the
classroom (60%).
Benchmarking and gap analysis of faculty mentorship
priorities and how well they are met. Bruner, 2016
 Experienced Faculty

 Role models through application of learner-centered theories, instructional design

and strategies, and learner and program assessment.

 Ensure that the curriculum remains intact and current with changes and trends in
education.

 Serve as course coordinators or level and specialty leaders.

 Serve as official or unofficial mentors for new faculty members.

 Serve in leadership roles within the curriculum including participation on curriculum

and other academic committees, accreditation and program review assignments,
institutional service that relates to curriculum development and evaluation.
 Currency of Curriculum

 Activities to assess currency of curriculum to identify changes and

future implication include:

- Working with colleagues in the practice setting.

- Supervising students.

- Conducting research.

- Attending professional meetings and conferences

 Faculty Development for Curriculum
Development and Evaluation

Faculty development is nodded for challenging old assumptions about

teaching, learning, and the role of the teacher

openness &
inquiry

Teaching was isolated

activity involving skill Developed over years Teaching as scholarship
or craft

Lifelong Collaborative
learning culture

Transmitting information to Transforming and extending

students knowledge
Comprehensive Faculty Development Model
Comprehensive Faculty Development Model

 Teaching, excellence, and wisdom are considered to be outcomes of the model, whereas
discovery and educational vitality are dispositional characteristics of faculty and the climate.

 Teaching is an essential faculty activity which requires content knowledge and technical
competency.

 The excellent educator enables the learner to create relationships around concepts to be
learned, anticipates the unexpected, manages complexity, and makes judgments in the face
of uncertainty based on principles and strategies generated through research, experience,
and reflection.
Comprehensive Faculty Development Model

 Wisdom is defined as an emergent characteristic of experienced professors with the capacity

to make scholarship comprehensible. It evolves from self-reflection on practice leading to
self-awareness and metacognitive awareness and is further demonstrated by an ability to
integrate theory and practice as it relates to the complexity of educational contexts.

 Discovery is a disposition that develops in a trusting, reciprocal culture where open,

respectful, constructive, collaborative dialogue is promoted.
 Comprehensive Faculty Development Model

 Comprehensive faculty development program includes the following four

components:

- Instructional development: helping faculty members develop new courses,

develop new pedagogical skills, or incorporate new technologies into teaching.

- Professional development: promoting scholarship and academic success.

- Leadership development: fostering skills for curricular planning and change.

- Organizational development: enabling faculty to engage in activities that

influence policies and procedures (such as strategic planning).
Comprehensive Faculty Development Model

 Transitional activities necessary for individual and institutional transformation as

central to adaptation to educational change:

- Exploring : needs identification, examination of stated goals, engagement in

action research, reflection on practice, focus on culture and context.

- Focusing enabled both the participants and faculty developers to clarify their
needs and formulate activities.

- Reflecting:
* Content reflection: own learning needs.
* Process reflection: own philosophy.
* Premise reflection: transformation from traditional to new competencies.
Comprehensive Faculty Development Model

- Applying was achieved through being responsive to learning styles, preferences,

diverse roles, and developmental stages of faculty members by making available a
variety of activities and approaches to learning.

- Mentorship.

- Evaluating: there is a need for more rigorous faculty development program

evaluation, including randomized control studies, adding qualitative
methodologies to gain insights, and moving to assessing longer term changes
 Roles And Responsibilities Of Faculty

 Implementation of the Curriculum:

- It is the responsibility of the faculty.

- Familiarity is a must.

- Full-time faculty vs. part-time faculty.

- Role of course coordinator:

* Orientation of new faculty. * Periodically assess the delivery of the course
* Periodic meetings.
 Need for Revision or New Programs

Gaps or problems are detected

Instructors report the observations to the

stakeholders Students
course leader

Academic committee for curricular change

 Activities Related to Curriculum
Development, Evaluation, and Accreditation

 Individual level:
- Familiarization with the components of the curriculum.
- Developing and carrying out instructional designs and strategies
- Observation, assessment, and reporting of needs for either curricular
revision or development of new programs.
- Participation on curriculum/academic/evaluation/accreditation committees
- Developing or participating in scholarly activities.
 Activities Related to Curriculum
Development, Evaluation, and Accreditation

 Group level:
- Participate in the orientation of new faculty members to ensure the
integrity of the curriculum.
- Form research/scholarly groups to identify trends and issues in curriculum
development and evaluation.
- Generate research ideas.
- Identify program development grants.
- Build on ideas for evidence-based educational practice.
Framework of Presentation

Professional Leadership
Faculty Development
Instructional Organizational

New Orientation Experienced

Faculty Mentorship Faculty

Curriculum Development & Revision