The Faculty Development Steering Committee provides information to and experience for all faculty based on input about faculty needs from multiple sources in the School of Nursing and University.
The mission of the Faculty Development Steering Committee is to promote faculty development in four major domains:
- Professional development – an orientation to the academy that includes faculty roles and responsibilities and the values, norms, and expectations of the university; ongoing mentoring and development in clinical and research domains
- Instructional development – basic and advanced teacher development through mentoring, peer coaching, teaching improvement workshops and consultations
- Leadership development – orientation to leadership roles; the preparation of effective leaders who understand formal and informal leadership styles; ability to use various tools and techniques such as continuous quality improvement, change management, and consensus-building
- Organizational development – creating an effective organizational climate that values and rewards education and research, fosters continual learning, commits resources to faculty development programs, and formulates policies and procedures that shape educational excellence and guide faculty behaviors.
This model is based on Wilkerson, L. & Irby, D. (1998). Strategies for improving teaching practices: A comprehensive approach to faculty development. Academic Medicine, 73(4), 387-396.
Our philosophy embraces faculty development as an essential part of the faculty role to support professional advancement, continued intellectual and personal growth, and lifelong learning. The purpose of faculty development is to advance nursing education, research and practice.
The Faculty Development Steering Committee (FDSC) holds the view that faculty development is one of the most critical functions of the University and is directly linked to the successful accomplishment of its visions and mission. The strength of the School of Nursing community relies on addressing its individual members’ needs. The Committee has adopted a model developed by Wilkerson and Irby (1998) that addresses four areas of faculty development: professional pursuits, instruction, leadership, and organization. Every faculty member has an on-going need for development that may be unique or shared with peers. The committee believes that a faculty development program can only succeed in an environment in which it is valued, planned for, and rewarded with incentives and recognition.
The Faculty Development Steering Committee (FDSC) was established in 2002 after the Faculty Development Task Force, commissioned by the Faculty Executive Committee, developed and presented a need for a formal and ongoing faculty development program in the UNC-Chapel Hill School of Nursing. The Task Force met seven times and identified resources both in and outside of the School and the University.
A needs assessment of the faculty in the School of Nursing was conducted. The findings of the needs assessment and the work of the task force were discussed at a Faculty meeting in April 2002, during which seven recommendations were made. These included establishing a formal faculty development program, establishing a faculty steering committee, designating administrative responsibility for faculty development, setting up a formal evaluation plan for faculty development, documenting the program, establishing a mentoring program within the school, and charging the administration with a staff development plan. The FDSC meets monthly to discuss the ongoing program and also provides the school and its constituents with a bi-monthly faculty development program. The committee membership represents various faculty tracks and ranks and has representation from Information and Instructional Technologies (IIT) and the Center for Teaching and Learning (CTL).
Health Sciences Librarian and Liaison to Nursing
Phillip M. Edwards
Instructional Consultant, Center for Faculty Excellence
Published articles about the development of this committee:
Barksdale, D., Woodley, L., Page, J.B., Bernhardt, J., Kowlowitz, V., & Oermann, M.H. (2011). Faculty development: Doing more with less. Journal of Continuing Education in Nursing, 42, 537-546. doi: 10.3928/00220124-20110301-01.
Foley, B.J., Redman, R., Horn, E., Davis, G., Neal, E., & Van Riper, M. (2003). Determining Nursing Faculty Development Needs. Nursing Outlook, 51, 227-232.
Davis, G., Foley, B.J., Horn, E., Neal, E., Redman, R., & Van Riper, M. (2003). Creating A Comprehensive Faculty Development Program. The Journal of Faculty Development, 19(1), 19-28.
The focus of the Faculty Mentoring program is on teaching. This program is offered to all faculty in the School of Nursing who are new to the school or to teaching. New faculty are asked during orientation if they are interested in being paired with a mentor; however, any faculty member can request a mentor to support her/him in a new role.
The division chairs are responsible for the general mentoring of faculty, such as establishing career goals and directing faculty to appropriate assistance. The faculty mentor is responsible for specific mentoring in teaching, especially in a particular specialty area. The Faculty Mentoring Task Force meets regularly with the Division chairs and mentor/mentee pairs to ensure that the process is working effectively.
- Volunteer mentors and mentees complete the Mentor and Mentee Interests and Strengths Inventory to match mentor-mentee pairs with assistance from their division chair.
- The mentor and mentee create a regular agreed upon schedule to meet. A minimum of three meetings is recommended: the first meeting to establish goals, and at least two more throughout the first semester. The Mentoring Partnership Agreement is used to clarify the mentor’s and mentee’s expectations.
- A follow up procedure is built into the process at 3, 6, and 12 months. The Faculty Mentoring Task Force is responsible for monitoring the mentoring process, not the division chair. A “no fault opt-out” policy allows a change in the mentor/mentee match if needed. The Task Force uses the Faculty Mentoring Program Evaluation Form to assess the mentoring process.
- In order for the chairs to include mentoring in the evaluation of the mentor and the mentee, the mentor and mentee will submit a description of what they did. The Faculty Mentoring Task force will submit their observations if requested. Workload consideration for the mentor will be given the semester after the mentoring has occurred.
National League for Nursing
Position Statement: Mentoring of Nurse Faculty (2006).
UNC Faculty Development Programs
UNC-Chapel Hill Center for Faculty Excellence (CFE) Calendar
The Center for Faculty Excellence (CFE) sponsors seminars and workshops and offers educational resources for faculty and instructional staff.
The William and Ida Friday Center for Continuing Education
The preview lists lifelong learning opportunities at the Friday Center. The Professional Development and Enrichment Programs offer noncredit seminars and workshops for professional education.
TS LearnIT provides a portal to opportunities for faculty, staff, and students to learn about the use of information technology (IT). to increase productivity and to engage in discussions about technology’s role and impact on the University mission. Check this site to explore training opportunities and to keep up with ITS pilot projects.