Question

Rosemount University School of Nursing has offered baccalaureate and masters programs in nursing for 40 years. Most faculty have kept abreast of current curriculum paradigms and teaching-learning methods in order to deliver the "best" nursing program to qualified students. Faculty development through attendance at occasional in-house meetings or attendance at local, national, or international conferences has been considered important to most of the faculty. However, an ongoing faculty development program was not implemented due to resistance from a few "senior" faculty members. Recently, Dr. Angela Fabatini, director of the school, attended a national meeting of baccalaureate nursing program deans and directors. One recommendation, among many others developed by the group, was that faculty development include activities intended to facilitate participation in curriculum development. On returning from the conference, Dr. Fabatini called a faculty meeting. A review of faculty development activities was undertaken. The results revealed a fragmented approach to faculty development, sporadic faculty attendance, and very little attention to the specifics of the curriculum process. Inexperienced faculty members wanted an ongoing faculty development program to assist them in revising the present baccalaureate-nursing program. Two "senior" experienced faculty members voiced their resistance to this activity, claiming that the past practice of ad hoc meetings was satisfactory and that there was no necessity for change, since the program is accredited. 1. What are the strengths and limitations in the present faculty development system? 2. What strategies might be instituted to encourage participation in faculty development? 3. When agreement is reached to undertake faculty development for curriculum change, what would be the goals of this activity? What development activities could be instituted? 4. What responses might be appropriate for those faculty members resisting change? 5. If the Rosemount University faculty decide to proceed with curriculum development, which change theory would be useful, and how could it be used?

Answer 1

1, Strengths:
Successful teaching-learning methods for qualified students to deliver the best nursing program.
limitations:
There is a barrier in the ongoing faculty development program due to resistant to a few senior faculty members.
2, High-quality professionals training program for faculty members is important strategies for faculty development. it should include learning and teaching practice to develop educational leadership and improve faculty skills.
3, There should be the goal of positive outcomes in student learning and teaching practice to effect the faculty development.
4, Development activity could be developed faculty skills through small group teaching, courses, media, curriculum design, institutional technology. Faculty members have their professional responsibility as administrators, leaders, and educators, etc. to improve students' knowledge, skills, and attitudes. change student learning practice and teaching behavior.