Faculty Development for

the Chiropractically
Developed

Dr. Scott Dunham, CMCC

Dr. Dana Lawrence, Parker
Dr. Eric Russell, Parker
 Agenda

▪ Introductions and general approaches to FD

▪ Activity – Brainstorming obstacles and opportunities
▪ Re-group
▪ FD perspectives at CMCC and Parker
▪ Activity – The future of faculty development
▪ Re-group
▪ FD perspectives at CMCC and Parker
▪ Conclusion

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 Dr. Scott Dunham
Canadian Memorial Chiropractic College
▪ Director of Curriculum and Faculty Development

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 CMCC Ongoing Faculty Development

▪ Faculty Development as a habit

▪ Newsletters
▪ One-on-one support
▪ Mentorship
▪ In-person days
▪ Hybrid Teacher Education Program

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 Dr. Dana Lawrence
Parker University
▪ Senior Director for the Center for Teaching and
Learning and Continuing Education

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 Parker Ongoing Faculty Development

▪ Blogs (tlchiro.blogspot.com)
▪ Learning guides
– Youtube videos
– pdfs of individuals actions
– In-person sessions, group and individual
▪ Engagement in process
▪ Leadership by walking around
▪ PIE

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 Dr. Eric Russell
Parker University
▪ Professor and Chair of the Department of
Chiropractic Technique

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 Parker Ongoing Faculty Development

▪ Emphasis on pedagogy and assessment over

chiropractic specialized training.
▪ Informal lunch and learns.
▪ Academic symposiums (3 per year).
▪ Teachers teaching teachers.
▪ PIE facilitators.
▪ FD is part of performance review.
▪ Course improvement plans.
▪ Financial assistance for education
▪ Faculty development pool

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 Activity

▪ Use the sheets provided to brainstorm barriers and

opportunities at your institution
▪ Come together and discuss as a group

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 Re-Group

▪ Present group findings on barriers and opportunities

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 CMCC Perspective
Barriers and Opportunities

http://www.joannedillon.co.nz/wp-content/uploads/2014/11/barrier2.jpg
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 CMCC
Barriers and Opportunities
▪ Part-time faculty
– Demands on time
– Other places of employment
▪ Content experts versus teaching expertise
– Understanding the relative inexperience of
▪ Only new faculty members required to take FD
▪ New and novel methods of FD
▪ Engagement!!!

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 Motivation

http://www.observerbd.com/2015/05/24/1432493608.jpg
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 Make up of a Teacher Education Class

▪ 7 residents
▪ 4 Clinicians
▪ 1 Pathology professor
▪ 1 Microbiology professor (new)
▪ 1 IT professional
▪ 2 Public Health professors (non-chiropractors)
▪ 6 small group tutors (new)

▪ How do we cater to all? Common link is

chiropractic.
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 2017 Course Outcomes
Teacher Education Program
1. Articulate a beginning teaching philosophy
grounded in contemporary learning theory;
2. Define their current teaching and learning context;
3. Apply evidence-based, active learning strategies;
4. Develop assessment tools to evaluate student
learning outcomes;
5. Explain how technology can support effective
learning.

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 Teacher Education Program

▪ Orientation
▪ Teacher Identity
▪ Student Identity
▪ Designing Powerful Learning
▪ Backwards Design
▪ Learning Outcomes
▪ Evidence-based Curriculum
▪ Evidence-based Learning Strategies
▪ Assessment
▪ Managing a Teaching Practice

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 Parker Perspective
Barriers and Opportunities
▪ Paul-Elder Model of Critical Thinking
▪ Clinical Capstone projects create horizontal and
vertical integration
– Team-Based learning
– Flipped Classroom
– Annual Symposia
– PIE
– Informality
– Emphasis: Scholarship and Teaching Effectiveness

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 Parker Perspective
Barriers and Opportunities
▪ Resistance to change is pervasive
– Ease of use
– Utility

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 Traditional challenges of faculty
development from a chair perspective
▪ The changing nature of faculty roles.
▪ The changing nature of students.
▪ The changing nature of teaching, learning, and
scholarship

▪ Sorcinelli, M. (2014, December 29). Faculty Development: The Challenge

Going Forward. Association of American Colleges and Universities

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 Activity

▪ Consider the future of faculty development.

▪ What does it look like?
▪ Complete your sheet independently and then confer
as a group

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 Re-Group

▪ Present group findings on the future of Faculty

Development

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 CMCC Perspective
Future of Faculty Development
▪ Delivery of web-content FD
▪ Peer mentoring
▪ Teacher Education Program part ii)
▪ Sharing of Resources – Open
▪ Empowerment of faculty

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 Lessons learned

▪ “Don’t try to do too much”

▪ Won’t be perfect the first time through
▪ Modelling practice of adapting and changing
▪ Not about the format, but about the experience

▪ Teachers make awful students!!!

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 Diffusion Theory of Innovation

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 Added challenges

▪ MUST MODEL BEST PRACTICES!

▪ Respectful of time
▪ Rubrics, rubrics, rubrics…
▪ Importance of grades?
▪ Participation Numbers

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 Parker Perspective
Future of Faculty Development
▪ Reconsideration of the Paul-Elder model to a more
EBCP approach
▪ Reconsideration of the LMS (BlackBoard)
– Expansion of use
▪ Shift toward innovation in the classroom
▪ PIE for faculty and faculty clinicians
– Early Adopter Group
– Train-the-Trainer Approach
– Cross-Disciplinary Engagement
▪ Facilities planning

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 Conclusions

▪ Unique perspectives on FD depending on situation

▪ Must tailor FD to the audience
▪ Rely on “champions” and mentorship
▪ Make FD appealing and User-Friendly
▪ Consider utilization of technology

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