Certain relatively simple professional-development strategies can elevate quality. Here are three design strategies that many colleges and universities can assimilate into their professional development:
1. Professional Development, Not Training
“Training” suggests that specific knowledge or skills have become the goal, and that the goal is convergent. In other words, the word sends the message that there are right and wrong conceptions or practices that the faculty developers are pushing. In our sessions, knowledge and skills are merely tools, not objectives. Participants’ goals diverge. Our participants develop in different ways, because professional development is ultimately self-development.
2. Programs, Not Events
Faculty have a limited stake in one-time events. They can RSVP and still miss an event. But they have a greater stake in programs. For programs, faculty will undergo an application process that requires chairs’ signatures or recommendations. For programs, faculty will face a competitive selection process by a committee of colleagues or academic deans. The program becomes an award with ceremonies, not just an event with handouts. A competitive program has prestige that provides faculty with a stake in the opportunity.
Equally if not more importantly, sessions build on each other to facilitate not merely knowledge acquisition or even assimilation, but also cohort development for improved campus community, cross-campus knowledge transfers, and interdepartmental collaborations. Programs — not events — build campus capacity.
3. Diverse Participants, Diverse Contributors, Diverse Locations
Selection committees need guidance because they’re choosing participants not merely on individual merit or qualifications, but rather for programmatic success. Whereas diversifying ranks within the same department can silence junior faculty, diversifying departments and academic colleges can liberate them. Diverse ranks, disciplines, academic colleges, and other participant characteristics expand a program’s knowledge and skill base for improved cohort creativity. Faculty developers have an obligation to work closely with selection committees.
Meanwhile, diversifying campus contributors expands campus awareness, erodes departmental or even divisional barriers, and improves the sense of campus community. Off-campus contributors can infuse the campus with new insights. Whereas a consistent contributor can tire participants, diverse program contributors rejuvenate them.
So too can diverse locations. Merely changing the scenery can change participants’ mindsets.
These three relatively simple professional-development strategies can significantly elevate quality. They encourage buy-in. Most importantly, they promote a culture of improvement and collaboration for a greater return on everyone’s investment.