Page 22 - Center for Faculty Development and Learning
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These are the areas I regularly recommend Artificial Intelligence (AI) by students. While
the CDLI to address in their annual training of- ADU has offered several excellent training
ferings, which I believe they already incorpo- sessions on this topic, some uncertainty per-
rate into their programs. sists regarding the extent to which AI can or
▪ How has collaboration with the Center for should be permitted in higher education. Ad-
Faculty Development and Learning Innova- ditionally, training focused on emerging
tion impacted your college's teaching and teaching and learning trends in the post-AI
learning environment? era may also be necessary to help faculty nav-
The CDLI has provided a range of training igate these developments effectively.
sessions focused on teaching and learning, ▪ What advice would you give to new educa-
many of which have been attended by col- tors regarding professional development?
leagues from the college. I am confident that Contrary to common belief, new educa-
these sessions have equipped participants tors often bring fresh, up-to-date perspec-
with new knowledge to enhance their class- tives on teaching and learning, with a focus
room practices. However, to fully understand on addressing the needs of contemporary
the impact of such training, a longitudinal student profiles. I would encourage these ed-
study would be necessary. This study should ucators to share their insights by offering
examine teaching performance, student en- training sessions on the latest trends in edu-
gagement, and achievement both before and cation. Additionally, they should be moti-
after the training, offering valuable insights vated to continually engage in professional
into its effectiveness and long-term out- development, fostering a mindset of lifelong
comes. learning and avoiding the assumption that
▪ What are some of the challenges you face they have already mastered all aspects of ed-
in coordinating PD needs and how do you ucation.
address them? ▪ Looking back at your journey as college co-
ordinator, what reflections or learnings
It can be challenging for some teachers to
self-assess and articulate their training needs. would you like to share?
Reflecting on this, my conviction has
Additionally, there is significant variation in grown even stronger: we should trust educa-
training requirements among faculty mem- tors to identify their own professional devel-
bers due to differences in qualifications, opment (PD) needs. The CDLI provides an im-
backgrounds, levels of experience, and other pressive array of training sessions on a wide
factors. As a result, I believe it is not possible range of contemporary topics throughout the
to generalize training needs across the col- year, offering faculty ample opportunities to
lege. One approach to gathering more pre- select those most relevant to their needs. At
cise and individualized information could in- the college level, we might consider estab-
volve accessing peer review reports and com- lishing a requirement for faculty to attend
piling identified areas for improvement into a one or two training sessions annually, with
comprehensive report on training needs. the freedom to choose additional sessions
However, these needs should be addressed based on their interests. As the college coor-
on an individual basis rather than through dinator, my role will be to ensure the faculty
mandatory training sessions for the entire are well-informed about all the learning op-
college. portunities available through the CDLI.
▪ How do you envision the evolution of pro- ▪ What message would you like to give to the
fessional development in higher education, ADU community?
particularly in the context of your role? Live as if you were to die tomorrow. Learn
Faculty may benefit from additional train- as if you were to live forever. - Mahatma
ing on the appropriate use or prohibition of Gadhi
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