Designing Faculty Development Programs by a Team from Different Majors

Abstract

This study investigated how three faculty members and an external lecturer selected training content and implemented teaching methods for faculty development (FD) to ensure learning opportunities for faculty members at science universities. Qualitative analysis revealed the following three points: (1) the lack of a clear image of the target participants causes discrepancies between participant needs and the FD seminar planners; (2) the faculty developer (FDer) is apt to “chase after two hares,” when seeking student-centered teaching style and instructors’ language skills improvement; and (3) FD seminars should be focused on a specific topic to be more attractive to the target participants.