FACULTY DEVELOPMENT AND CHANGE A Report

In Partial Fulfillment For the Requirements in Curriculum Development in Nursing

Ateneo De Davao University Graduate School Master in Nursing Program

MARINELLA SIMON DEFENSOR GRANT JOSEPH GARCES

OBJECTIVE: AT THE END OF THIS CHAPTER, READERS WILL BE ABLE TO: 1. DISCUSS FACULTY DEVELOPMENT 2. EXPLAIN WHY THE TEACHER IS A KEY FIGURE IN CURRICULUM DEVELOPMENT.

3. ENUMERATE DIFFERENT WAYS TEACHERS MAY BE HELPED PROFESSIONALLY.

BY WHICH TO GROW

Introduction

Beginning in 1960s and continuing to date, a major role of teachers is to implement new curricula. With this development emphasis, Faculty development has become more closely tied to curriculum development thus faculty development represents a direct link between curriculum development and classroom delivery. Experiences were formulated to produce a minimally able teacher or to correct deficiencies in the teachers collection of behaviours. New programs demand new skill.

Many questions were raised like why is the teacher a key figure in curriculum development? Simply because a) the teacher occupies the centre stage in imparting earning b) Through his hands pass all the future citizens of the country c) He is the moulder of the citizens of tomorrow including the future leaders of the nation. But before assuming any teaching job, a teacher must have completed a pre service education or teaching course. Many changes are taking place in the field of education and so the teacher must grow professionally while in the service to be able to follow the modern educational trends. This is to maintain his teaching proficiency. Now the question is what aid teachers to enrich their professional growth, the answer is faculty development.

Faculty Development for Curriculum Development Faculty is the key players in the curriculum development and implementation processes: in decisions to be made, in committee work to be accomplished, and in teaching according to the tenets of a new or revised curriculum. The success of curriculum change is largely dependent upon a knowledge able and willing faculty. Stakeholders such as clinicians, students and administrators, who are part of the curriculum development process, should be included in faculty development activities. Participation in these learning opportunities will expand stakeholders knowledge and skills about curriculum processes and strengthen their connection with school of nursing.

What is Faculty Development? Faculty development can be conceived of as the theory and practice of facilitating improved faculty performance in a variety of domains (Halliburton, Marincovich & Svinicki, 1988, p.291). These domains have been personal, professional, instructional and organizational development. With a more specific focus on nurse educators, faculty development is defined as a resocialization for faculty into educative process that are liberating for both the educator and student(Rush, Oullet, &Wasson, 1991, p.123) Faculty development related to curriculum change is more extensive. It addresses all aspects of the curriculum development process, as well as specific teaching methods, styles, and relationships with critical experts, students and colleagues. Faculty development is intended to enhance knowledge and skills. It should evolve naturally as part of the curriculum development process and be congruent with the institutional philosophy, considerate of faculty needs, and supported by administrators and resources.

Where does the Responsibility Lie? The school of nursing dean or director has the responsibility to invest in and support the development of faculty in order to minimize knowledge gaps in curriculum development, teaching and research. Administrators act as change agents because of their formal leadership positions as deans and directors. They are the primary force in initiating change and assisting faculty in their development.(Smolen, 1996) Identification of specific faculty development needs can be undertaken by the curriculum leader, a committee or by individual faculty members. It is the responsibility of faculty members to attend faculty development activities, be open to new ideas,

participate fully and commit to employing new knowledge, skills and perspectives as they develop and implement the curriculum.

Need for faculty development Curriculum development and ultimately implementation of new curriculum, is an example of planned change: from familiar curriculum to one that is initially undefined. Faculty members extensive involvement in curriculum development, implementation plans, and opportunities to introduce aspects of the new curriculum into the current one, the change to new curriculum might be expected to occur easily and with full faculty support. Change is not always smooth. Successful curriculum change is generally dependent on the acquisition of new skills and perspectives by those who will implement the change. Curriculum change requires personal change and this does not happen in scheduled, orderly fashion, since it evolves according to individual readiness. Faculty development is a means to support change and should take place concurrently with curriculum development.

Empowerment of Faculty Faculty development has the potential to empower faculty and benefit the school of nursing in ways that extend beyond the tasks of developing and implementing a new curriculum. Rosabeth Moss Kanter (1977) asserts that power ( ability to get work done) in organizations is derived from both formal positions and from alliances with superiors, peers and subordinates. Alliances from the basis of cooperation to get work done. Formal and informal power gives access to opportunity, resources, information and support. These in turn, influence employees in positive ways, leading to increased self efficacy, motivation, organizational commitment, perceived autonomy, perceptions of participative management, and job satisfaction. Burnout is decreased. Employees derive achievement, respect and cooperation, as well; clients of the organization are satisfied. With a curriculum development context in schools of nursing, those with formal power are the nursing dean or director, the curriculum leader, and to a lesser extent, those chosen to chair committees. Faculty development is a means to provide opportunity, resources, information and support to faculty, so they can achieve a new curriculum and derive the benefits of it. Faculty development is needed to support and empower faculty during curriculum development. Planned faculty development demonstrates the schools commitment to faculty and their professional growth, empowers faculty, enhances job satisfaction, and is a means to support change.

Goals for Faculty Development Relate to Curriculum Development Most faculty development programs are directed toward improving scholarship under the assumption that increased or updated knowledge in facultys subject fields will lead to improvement in course content (Dunkey, 1994) Faculty development goals related to curriculum redesign and development are essentially four-fold: these include enhancing knowledge and skills about curriculum development, changing views of curriculum, roles and relationships, and teaching approaches. All the aforementioned goals are equally important and are achieved synergistically.

Enhancing Knowledge and Skills About Curriculum Development Knowledge about the curriculum development process varies among faculty members and other stakeholders. Some will know a great deal; others will be familiar with details of course planning, but not with the larger process. Likely, many will have learning needs related to the developing curriculum. To make certain that the curriculum development process is smooth, faculty development focused specifically on developing a curriculum is necessary. Knowledge of the total process will lead to an appreciation of the time required for curriculum development, work accomplished by task groups, and importance of shared understandings and consensus. Moreover, detailed information about each aspect of curriculum development will allow task groups to develop their critical paths and ensure work is completed in the manner required.

Changing View of Curriculum Another goal for faculty development is acceptance of a different perception of curriculum and learning. In the past, learning was generally accepted as simply a change in behavior, dependent on content. Currently, learning is seen as evolving from transactions and interactions between and among students and teachers, which culminate from the curriculum. This latter connotation is less reliant on content, more oriented to the process of nursing, and is more egalitarian view of curriculum, with teaching goals that lead to creative and critical thinking, strategizing and methods of inquiry consistent with learner maturity (Bevis, 2000, p.123). whichever approach to curriculum is adopted, it is important to facilitate faculty members understanding about the selected view and provide faculty development opportunities such as workshops, conferences and mentoring to assist them in designing curricula reflecting the new view.

Changing Roles and Relationships A change in faculty roles could be a consequence of a new or revised curriculum, and this would mean altered relationships with students, colleagues, administrators and clients. The role change might involve a shift in power, equity and authority, depending on the philosophical approaches and goals of the curriculum. Faculty facing new/ or revised roles resulting from curriculum change can be helped through faculty development activities which incorporate sensitivity training, sharing, nurturing and consciousness raising (Wheeler & Chinn, 1989)

Changing Teaching Approaches A realistic goal of faculty development is to encourage nurse educators to become more aware of how they teach, and how they might teach, more effectively. To help them do so, activities (e.g role playing, case studies, practice teaching and critiques, videos or films with discussion), as well as psychological support and encouragement could be employed. The purpose is to assist novice faculty to acquire teaching skills and experienced faculty to revitalize their current teaching practices and courses (Davis, 1993) to be congruent with the new curriculum. Faculty development activities to support changed teaching approaches should be considered in light of curriculum philosophical approaches and goals. Faculty Development Activities for Curriculum Development Faculty engaging in curriculum development may require additional knowledge and skills about the process they are undertaking. This learning can be facilitated through planned faculty development activities such as workshops, mentoring, group discussions and attendance at conferences. Formal and informal strategies for faculty development that could be relevant for faculty development related to curriculum development. Faculty development programs should be ongoing, but quite naturally assume more importance when a new curriculum is envisioned. Whether faculty development activities are formal or informal, the focus should be on the curriculum development process itself. It begins with organizing for curriculum change and includes collecting and interpreting contextual data, establishing curriculum directions, goals, and philosophical approaches, designing curriculum and courses and evaluating curriculum.

Formal y Center for faculty development y Inservice workshops y Lectures and formal conferences by experts and/or experienced colleagues y Post-grauate courses y Forums y Seminars y Learning studies laboratory y Faculty meetings y Practice teaching y Integrative partnerships y Group meetings y Tours, visits y Retreats y y y y y y y y y y y y y y y

Informal One-on-one Dialogue and feedback Meetings with department heads Handbooks Mentorship Preceptorship Buddy system Learning circles Luncheon meetings Support groups Readings Audiovisual and computer programs Modeling Shadowing Tutoring

Because faculty development is ongoing, a schedule must be agreed upon. Each sessions topic, format, time, location, and leader need to be decided early. Faculty must come together, learn and grow together, accept that change is inevitable, and take ownership and pride in the future. Individuals who participate in faculty development feel: y y y y y Valued in an organization that invests in curriculum development participants Competent because of attainment of new abilities and progress toward goal achievement Secure in group learning and interaction Empowered by the institutions interest in their professional development and provision of opportunities, resources, information, and support And connected to colleagues through shared learning, acceptance, appreciation and respect

Faculty development for curriculum change Faculty may experience feelings ranging from anticipation to resistance as the existing curriculum ends and the transition to the new curriculum takes place (Kupperschmidt & Burns, 1997). Faculty development is intended to support faculty members personal and professional growth when a new curriculum is envisioned, curriculum work begins, and curriculum change occurs. Therefore consideration of how faculty might undergo change is a significant element of faculty development. Activities to support faculty during a curriculum change merit attention. Strategies to respond to resisters in order to enhance their participation in faculty development and acceptance of

the new curriculum direction are also important. The following brief sections on change theories is foundational to understanding how to support faculty and respond to resistance to curriculum change

Change theories
Lewins Force-Field Analysis Kurt lewin describes change as a social-psychological process with three phases: unfreezing, moving and refreezing. In the unfreezing phase, a problem or desired change is identified, and a force field analysis is conducted to determine the driving and restraining forces. Together, the leader and the target group examine the issue and develop strategies and actions to minimize the forces limiting change and maximize the forces driving the change. In the moving phase, actions are carried out as the system moves towad the desired state. Finally, in the refreezing phase, the change is stabilized in both individuals and the system (Lewin, as cited in skelton-Green, 1999; Sullivan & Decker, 2001) Rogers and Shoemakers Diffusion of Change Rogers and Shoemaker (as cited in SkeltonGreen, 1999) propose a three-phase model of change: invention of the change; diffusion or communication of information about the change; and consequence, which can be acceptance or rejection of the change. This model is premised on the assumption that people are rational and therefore, knowledge will lead logically to acceptance of a proposed change. Accordingly, communication about all aspects of the change and the intended outcomes are fundamental to success. People in change are characterized according to their readiness for change. y y y y y y Innovators seek change Early adapters facilitate change Early majority members provide a support system for change Late majority members exert peer pressure to support the change Laggards strive to maintain the status quo Rejecters actively oppose the change

Transtheoretical Model of Behavior Change This model addresses behavior change of an individual as the desired outcome, and incorporates changes in attitudes, intentions, and behavior. Behavioral change is conceptualized as a spiral and this pattern represents the reality that people do not change in a straightforward, linear manner. Rather, at certain times, individuals can revert to former stages, and then proceed again toward the desired change. The stages represent a continuum of motivational readiness. Relapse to previous stages in considered a natural part of the change cycle. The stages are: y y y y y Precontemplation: person sees no need to change Contemplation: person thinks about the benefits and losses of change and admits to desiring change, but there is no intent to act Preparation: person plans to make a specific change soon, and may make small attempts at change Action: person makes an overt commitment to change and practices the new behavior over time Maintenance: peron is able to avoid relapses to former stages for six months or more, although the temptation to relapse can persist for several years (Prochaska, DiClemente & Norcross, 1992; Prochaska, Redding, Harlow, Rossi & Velicer, 1994)

Supporting Faculty During Curriculum Change Development of a new curriculum, while faculty is concurrently fulfilling, teaching and research responsibilities, requires their dedication to a new vision, and tangible organizational support. Faculty development is one form of substantive support. The model of behavior change is applied to faculty and curriculum change, with activities proposed to match the stages of the model. Incorporated into strategies, and indeed within the curriculum development process itself, are factors that are inherently empowering: publicity about activities; strong relationship between activities and a central issue in the organization; high interpersonal contact; and participation in programs, meetings, and problem-solving groups (Kanter, 1997). The school must invest in the faculty, and the faculty members, in turn, will invest themselves in the school and its future.

Stage of Change Precontemplation : no intention to change

Process of Change for faculty Consciousness-raising (increasing level of awareness and more accurate informationprocessing) Dramatic relief (experiencing and expressing feelings)

Activities to support Faculty and Curriculum Change y Present data about need for curriculum change y Engage faculty in discussion about the possibility of curriculum change y Stimulate faculty in discussion about frustrations and disappointments experienced within the current curriculum. y Initiate faculty discussion to identify features of the current curriculum they dislike

Environmental re-evaluation (affective and cognitice reexperiencing of ones environment and problems) Contemplation: seriously considering a curriculum change within a specified time. Consciusness-raising

Dramatic Relief

y Continue discussion about the need for curriculum change y Engage faculty in consideration of the benefits of curriculum change y Use guided imagery for faculty to imagine how they feel when an up-to-date, well received curriculum is in place y Share ideas about the effects of avoiding curriculum change on students, graduates, school of nursing and educational institution y Initiate deliberations among faculty and dean or director about the possibility of removing barriers to faculty involvement in curriculum development y Review school and university mission and goals and how strongly the current curriculum supports mission and goals y Plan discussion about faculty values related to education, nursing practice, profession y Identify initial faculty development needs

Environmental re-evaluation

Self-re-evaluation (affective and cognitive re-experience of ones self and problems)

Preparation: a commitment has been made to change the curriculum

Environment re evaluation

y Minimize barriers and maximize resources for faculty and curriculum development y Obtain agreement from the total faculty group to proceed with curriculum development y Declare administrator support publicly y Announce curriculum development plans to stakeholders y Appoint curriculum leader y Form steering and advisory committees y Initiate faculty development activities y Establish committees and obtain agreement from members to achieve goals y Develop critical path y Institute mentorship y Provide positive feedback to individuals and committees y Provide rewards for faculty and curriculum development activities ( e.g public acknowledgement and praise, credit toward promotion and tenure) y Celebrate achievement of major milestones of critical path y Continue formal and informal faculty (e.g teaching circles, lunch discussions, online discussion groups, peer feedback y Use new technology y Introduce aspects of new curriculum into old curriculum.

Self-liberation (belief in ones ability to change and commitment to act on that belief)

Action: Active engagement in: y Curriculum development y Testing of new faculty behaviors in the current curriculum

Reinforcement management (reinforcing more positive behaviors and punishing negative ones)

Self-liberation

y Mentor novices y Continue faculty development activities focused on faculty self-identified needs y Identify and acknowledge experts in school of nursing y Conduct a funeral for the old curriculum y Continue faculty development based on experiences in testing new behaviors and implementing new curriculum y Structure formal evaluation of faculty and courses to be congruent with new curriculum y Disseminate information about the new curriculum to: y Academic and professional communities y Prospective students y Launch new curriculum with a public celebration y Ask for counter-examples of effective strategies of objections arise or reversion to former curriculum occurs y Encourage peer groups to support new faculty behaviors and curriculum implementation y Continue peer faculty development and support activities through group activities and mentorship y Schedule formal faculty development for aspects of curriculum implementation that are problematic. Focus on shared problem-solving

Maintenance: sustained behavior

Counter-conditioning (substituting more positive behaviors and experiences for problem ones)

Stimulus Control (restructuring environment or experiences so that problem stimuli are less likely to occur)

Helping relationships (relationships involving openness, caring, trust, genuineness and empathy

Self re-evaluation

y Share stories about how far weve gone and identify new values, belief, and aspirations y Use teaching portfolios for faculty evaluation (self, peer and administrator)

Responding to Resistance to Change There may be some members who do not agree with the need for change or faculty development. Although a minority group, resisters have the potential to undermine the momentum of the majority. This cannot be allowed. Every effort should be extended to help the resisters feel that their contributions are needed and valued, and to counteract the negativity that they might project. There is a diplomatic balance to be achieved between sensitivity to individual readiness for change and the schools need to progress with faculty and curriculum development.