Needs and Challenges for Clinical Study in Faculty Development: the Effect of Faculty Developers Using Individual Consultations

佐藤 浩章, SATO Hiroaki

doi:10.18999/njhe.9.179

This paper presents the needs and challenges for clinical research on the effect of faculty developers who use individual consultations with faculty clients. The pilot study assesses the effectiveness of a faculty developer working in a consulting relationship with six faculty members to develop educational and supportive activities to improve teaching and learning in their classes. Individual consultation is the one-to-one and continuous activity between a faculty developer and a client for solving together various problems in individual classrooms. From the viewpoint of a faculty developer, it is an assessment of the current situation and possible interventions for the client. In addition to confirming that the interventions are successful, faculty developers need to be assessed also for their contribution to the improved outcomes. According to an e-mail survey on the effect of individual consultations by a faculty developer for six clients, results confirmed that all clients felt the process improved their motivation for better teaching and caused behavior changes in different ways. More of these types of clinical studies are needed in faculty development for the following reasons. First, they could identify effective methods that could be used by faculty developers to promote change in teaching and learning. Second, they are needed to develop collaborative partnerships between faculty members and developers to insure change. Third, such studies could contribute to the improvement of the performance of centers for teaching and learning, both outside and inside the campus.

Needs and Challenges for Clinical Study in Faculty Development: the Effect of Faculty Developers Using Individual Consultations

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