Can faculty development be flipped?

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Faculty Focus
February 13, 2017
Let’s Practice What We Teach: Flipping Faculty Development
By Barbi Honeycutt, PhD

Faculty everywhere are flipping their classes, but can we flip faculty development? That’s the question I asked myself when I flipped the pre-conference workshop at the 2016 Teaching Professor Technology Conference. What I discovered is that we can “practice what we teach” and design faculty-centered learning experiences much the same way we design student-centered learning experiences.

In this article, I provide a few recommendations for flipping a faculty development workshop. For further inspiration, the article concludes with a showcase of the work created by the participants in my workshop last fall.

Define the flip
In my work, the FLIP means to “Focus on your Learners by Involving them in the Process.” The flip is a philosophy, a model, and an approach I use to engage my learners in higher level thinking during class time. My learners are faculty and my “class time” is the time I spend with them in workshops and programs. This definition of the flip can work really well for faculty development professionals since we often don’t know who will attend an event or if they have access to pre-workshop materials. Additionally, many of the faculty development events I lead are stand-alone workshops or “one and done” events, which makes it difficult to create continuity or build community among the participants as I would with students in a semester-long course.

If you’re thinking about how to flip a faculty development workshop, my first recommendation is to define what the flipped model means to you and your learners. Don’t let definitions from other contexts and environments limit what you can do when you work in a professional development or continuing education setting.

Continue >>

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