Abstract
Competency-based education (CBE) is different from traditional classroom instruction. For CBE, organizing faculty development programs has been a mandatory requirement for higher education institutions to offer quality CBE. The programs' main goal is to make their faculty members effective coaches or mentors. Faculty development professionals in leading CBE higher education institutions have suggested developing the best coaching and mentoring practices to make faculty development programs more effective. This paper assessed and revised our current best practices to improve our faculty development programs to develop better versions of the best practices.
Highlights
Competency-based education (CBE) has been a rising trend of higher education institutions to serve the needs of underserved or non-traditional adult students
As CBE is different from traditional classroom instruction, organizing faculty development programs has been a mandatory requirement for the higher education institutions to offer quality CBE to the students (Klein-Collins, 2013; Ford, 2014; McClarty & Gaertner, 2015; StrategyLabs, 2017)
While we have provided faculty development training based on our own best coaching and mentoring practices, we have revised the best practices to improve our faculty development programs
Summary
Competency-based education (CBE) has been a rising trend of higher education institutions to serve the needs of underserved or non-traditional adult students. As CBE is different from traditional classroom instruction, organizing faculty development programs has been a mandatory requirement for the higher education institutions to offer quality CBE to the students (Klein-Collins, 2013; Ford, 2014; McClarty & Gaertner, 2015; StrategyLabs, 2017). Faculty development professionals in higher education institutions leading CBE have suggested developing the best coaching and mentoring practices to make faculty development programs more effective (Cunningham, Key, & Capron, 2016; ODHE, 2021; Pearson, 2021). While we have provided faculty development training based on our own best coaching and mentoring practices, we have revised the best practices to improve our faculty development programs. This paper will present the revised best practices of coaching and mentoring based on our 3-year assessment of our original best practices
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