Panther, G., & Diefes-Dux, H. A. (2023). Workplace learning and adaptability frameworks for conceptualizing faculty development. In S. M. Linder, C. Lee, & K. High (Eds.), Handbook of STEM faculty development. (pp. 221-234). Charlotte, NC: Information Age Publishing.
Authors:
Grace Panther, University of Nebraska, Lincoln
Heidi Diefes-Dux, University of Nebraska, Lincoln
Abstract
Faculty development approaches have primarily taken a deficit view by focusing on formal events or coaching, resulting in limited adoption of research-based teaching practices within higher education. A new conceptualization of faculty learning—faculty workplace learning—is needed to ensure a growth-mindset in learning about teaching. Faculty workplace learning shifts the focus to individual learning. Through the lens of adaptability, this chapter explores faculty change in terms of faculty workplace learning. This chapter discusses faculty development and workplace learning, then transitions to theories of change before concluding with theories of adaptability and their implications for STEM faculty learning.