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It reports how administrative structures, funding, institutional mandates, faculty development activities, publication practices, and participation incentives are organized. The study also considers needs assessment approaches and the evaluation of professional development efforts. The discussion closes by posing questions for faculty developers to address as social, political, and economic conditions create new challenges for colleges and 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paper presents a discussion of faculty development in 22 of Ontario's Collegesof Applied Arts and Technology.We report the findings of a survey which collectedinformation on administrative structure,funding,mandate,faculty developmentactivities,publication,incentives for faculty participation,assessment of facultyneeds and evaluation.We conclude by raising a number of questions which facultydevelopers might address as changes in the social,political and economic environ-ment present new challenges to colleges and universities.  \n# Résumé\n\nCe document se penche sur le développement du corps professoral de 22Collèges d'arts appliqués et de technologie de I'Ontario.Nous vous présentonsles résultats d'une enquête qui a été menée pour recueillir des renseignementssur les structures administratives,le financement,le développement du corpsprofessoral,les publications,les mesures visant àencourager la participationdu corps professoral,ainsi que l'évaluation du corps professoral et de ses  \nbesoins.Et en terminant,nous soulevons plusieurs questions auxquelles lesresponsables du développement du corps professoral devraient s'adresseràlalumière des nouveaux défis que representent I'évolution des structures sociales,politiques et économiques pour les colleges et les universités.         \n# Introduction\n\nOne of the characteristics of a professional is continuing,lifelong education anddevelopment.Often this activity has been seen as self-initiated and self-man-aged.More recently,however,organized continuing development programshave been centrally mounted(e.g.,by the employer organization or professionalassociation).Nowhere has the surge of professional development been moreevident than in faculty development.In the 1960's and 70's,a large number offaculty development centres were founded on college and university campusesto carry out developmental activities for,or in cooperation with,faculty mem-bers(Centra,1976;Donald,1974;Donald &Shore,1976).  \nIn this paper we will discuss faculty development issues and report on astudy designed to develop an inventory of faculty and instructional developmentin twenty-two colleges.The study provides an overview of several aspects offaculty development at these institutions:structure,funding,mandate,activities,publications,incentives,needs assessment,and evaluation of professionaldevelopment activities.We will conclude with a discussion of a number ofquestions which faculty developers might address as changes in the socio-politi-cal environment present new challenges to colleges and universities.  \n# The Context For Faculty Development\n\nThe professor has a somewhat ambiguous professional status.Normally theattributes which characterize a professional are seen in his or her disciplinepreparation and activities.As a teacher,the professor typically lacks those char-acteristics.There is little formal preparation for the activities of teaching;thereare no certification or licensing requirements,and only rarely are professorsmembers of a professional organization representing the teaching aspects oftheir lives.Many professors identify as professionals in their discipline;they arefirst chemists or biologists and secondarily teachers.This is particularly para-doxical since most professors are identified by others as teachers and spendmost of their time in matters related to teaching.  \nThe pressures and rewards for maintaining current expertise in one's disci-pline are usually quite powerful.Corresponding motivational incentives forteaching are lacking.Consequently,in large part faculty development hasaddressed the latter aspect of the professor's life.  \nCentra(1989)contends that “there is little question that teaching improve-ment has been the major focus of most faculty development efforts,but pro-grams have also included such activities as career counselling and p","cbCailEkf8N7Gdlp","https://ap.wps.com/l/cbCailEkf8N7Gdlp","pdf",680832,21,"English","# Abstract\n# Résumé\n# Introduction\n# The Context For Faculty Development\n# The Focus of Faculty Development","[{\"question\":\"What scope does the paper cover regarding faculty development in Ontario colleges?\",\"answer\":\"The paper focuses on faculty development structures and activities across 22 Ontario Colleges of Applied Arts and Technology.\"},{\"question\":\"What topics are addressed based on the survey findings?\",\"answer\":\"The survey covers administrative structure, funding, mandate, faculty development activities, publications, incentives for participation, needs assessment, and evaluation.\"},{\"question\":\"How does the paper characterize changes in the environment affecting faculty development?\",\"answer\":\"It concludes by raising questions for faculty developers as shifts in social, political, and economic conditions present new challenges for colleges and universities.\"}]","Faculty Development Structures and Activities in Ontario's Colleges of Applied Arts and Technology | PDF",1792084550,53]