Faculty Development: From Program Design and Implementation to Scholarship

This issue of the Journal is devoted to faculty development programs and activities. In a time of educational change and transformation, this publication underscores the faith of our institutions in faculty development and in the ongoing renewal of our faculty members. This issue also highlights an international phenomenon: despite a plethora of program descriptions of faculty development – and a growing emphasis on the evaluation of such programs – research in faculty development has not kept up with the proliferation of innovative and timely faculty development programs and activities. Based on previous systematic reviews of the faculty development literature to enhance teaching effectiveness [1], [2], we know that overall satisfaction with faculty development programs is generally high and that faculty members tend to report positive changes in attitudes, knowledge, skills and behaviors following a particular program or activity. We also know that changes in student learning and organizational practice are infrequently reported and that there is much that still needs to be understood. For example, little is known about how change occurs as a result of a “formal” faculty development activity, how professional development – and individual change (or growth) – unfolds in theworkplace, and how faculty development interventions can influence the organization (or institution) in which these activities take place. Comprehensive program evaluation, rigorous research studies, and knowledge translation are vitally important in moving the field of faculty development forward, and we will focus on these three specific areas to help advance our collective objectives.