Jeremy Hughes - Chicago State University College of Pharmacy
William Ofstad - West Coast University
Faculty can imagine the implications that TBL has on learners' study strategies, time management, and overall student life, however, few faculty have experienced TBL from the seat of the learner. By modifying the traditional faculty and staff development model to one utilizing TBL methodologies, there is an opportunity to "kill multiple birds with one stone". Faculty and staff can experience TBL as a learner, observe TBL facilitation, and gain knowledge to help them better complete various aspects of their jobs. The purpose of this workshop is to empower attendees to expand their approach to faculty and staff development within their departments and across their institutions to one that utilizes TBL methodology. Readiness materials will include articles and videos discussing faculty development techniques based on androgological theories. Strategies for improving faculty participation and engagement in their own professional development will be identified through collaborative discussions and case-based learning. Workshop attendees will work in teams to create a sample faculty development curriculum, identifying core topics, activities, and schedules, for a simulated department/college within a larger institution.