University Partnerships for Academic Program and Professional Development: Building Faculty Capacity for 21st Century Teaching and Learning

Abstract

In an environment of constrained resources and related quality assurance efforts, a growing number of American institutions are tapping collaborative relationships to develop creative ways to advance institutional outcomes. The Southeastern Pennsylvania Consortium for Higher Education (SEPCHE), a non-profit organization incorporated in 1993, is a collaborative of eight private colleges and universities located in the Greater Philadelphia region. SEPCHE’s institutions are small to mid-sized colleges and universities, and like other institutions of higher education, they are increasingly challenged by several environmental factors including diminished growth in enrollment; reduced family financial capacity; limitations in availability and types of funding; and greater demand for accountability.

This chapter highlights the challenges faced by faculty to ensure that students are learning at the highest levels while balancing teaching, research and institutional responsibilities, and the role that collaborative professional development can play in helping faculty attend to these challenges. Several examples illustrate how faculty-led professional development efforts have expanded professional and research capacity efforts across institutions.

The chapter includes faculty perspectives on what has helped and hindered adoption of these efforts within and across institutions. It assesses institutional conditions and supports for sustained collaborations. These efforts are part of an initiative examining faculty work and student learning in the 21st century funded by the Teagle Foundation.

Citation

Sheety, A., Moy, E., Parsons, J., Dunbar, D., Doutt, K.C., Faunce, E. and Myers, L. (2016), "University Partnerships for Academic Program and Professional Development: Building Faculty Capacity for 21st Century Teaching and Learning", University Partnerships for Academic Programs and Professional Development (Innovations in Higher Education Teaching and Learning, Vol. 7), Emerald Group Publishing Limited, Leeds, pp. 221-241. https://doi.org/10.1108/S2055-364120160000007022