Professional Development Resources

Related Catalyst Essays

Inquiry, Reflection and Integration in Professional Development
Looking across the range of professional development offerings in the C2L network, we find the most effective practices demonstrate and incorporate the use of Inquiry, Reflection and Integration. This essay explores the ways these design principles shape professional development practice.

Professional Development: Effective Strategies in the C2L Network
C2L campus teams shared examples of successful ePortfolio-related professional development practices on their campuses. Reviewing these practices, we identified seven common strategies that campus teams used and reported as successful. This essay provides brief descriptions of these strategies and links to sample practices.

Articles related to Faculty / Professional Development

Angelo, T. A. (2001). Doing faculty development as if we value learning most: Transformative guidelines from research and practice. To improve the academy. Resources for faculty, instructional and organizational development.

pdf-logo2Angelo, Doing Faculty Development as if Learning Mattered Most


Angelo, T.A. (1997). The campus as learning community: Seven promising shifts and seven powerful levers. AAHE Bulletin, 49(9), 3-6.

Eynon, B, Gambino, L, & Torok, J. (2013). Connect to Learning: Using ePortfolio in Hybrid Professional Development. To Improve the Academy. Vol. 32.

Candy, P.C. (1996). Promoting lifelong learning: Faculty developers and the university as a learning organization. The International Journal for Faculty development, 1(1), 7-18.

Challis, D. (2005). Towards the mature ePortfolio: Some implications for higher education. Canadian Journal of Learning and Technology, 31(3).

Dawson. D., Mighty, J., & Britnell, J. (2010). Moving from the periphery to the center of the academy: Faculty developers as leaders of change. In New Directions for Teaching and Learning (pp. 69- 78). San Francisco: Jossey-Bass.

pdf-logo2Moving from Periphery to Center


Dewey, J. (1934). Art as Experience. The Berkley Publishing Group. Penguin Group (USA) Inc.

Fink, L. (2013). Innovative ways of assessing faculty development. In C. McKee, M. Johnson, W. Ritchie & W. Tew (Eds.) The Breadth of Current Faculty Development Practitioners Perspectives. San Francisco, CA: Jossey-Bass.

Gardiner, L.F., Anderson, C., & Cambridge, B.L. (1997). Learning through assessment: A resource guide for higher education. Washington, DC: American Association for Higher Education.

Gardner, J., & VanDerVeer, G. (1998). The senior year experience: Facilitating integration, reflection, closure, and transition. San Francisco, CA: Jossey-Bass.

Huber, M. T., & Hutchings, P. (2005). Integrative learning: Mapping the terrain. Washington, DC: Association of American Colleges and Universities.

Hutchins, P. (2006). Fostering Integrative Learning through Faculty Development. Integrative Learning Project . The Carnegie Foundation for the Advancement of Teaching. Retrieved from the World Wide Web:

pdf-logo2Faculty Development_Hutchings


Korthagen, F. A., & Kessels, J. P. (1999). Linking theory and practice: Changing the pedagogy of teacher education. Educational researcher, 28(4), 4-17.

Kolb, D. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall.

Kuh, G. (2008). High impact practices: What they are, who has access to them, and why they matter. Leap. Retrieved from:

Palmisano, M. (2012). Collaborative inquiry differs from traditional professional development. Retrieved from

Rodgers, C. (2002). Defining reflection: Another look at John Dewey and reflective thinking. Teachers College Record, 104(4), 842-866.

Rodgers, C. (2002). Seeing student learning: Teacher change and the role of reflection. Voices inside schools. Harvard Educational Review, 72(2), 230-253.

Schön, D. (1983).The reflective practitioner: How professionals think in action. New York: Basic Books.

Sherer, P. D., Shea, T. P., & Kristensen, E. (2003). Online communities of practice: A catalyst for faculty development. Innovative Higher Education, 27, 183-194.

Muraskin, L. (2008). Best Practices in Student Support Services: A Study of Five Exemplary Sites (Washington, DC: US Department of Education, 1997)

Sorcinelli, M. D., Austin, A. E., Eddy, P. L., & Beach, A. L. (2005). The Evolution of Faculty Development. In Creating the Future of Faculty Development: Learning From the Past, Understanding the Present (pp. 1-28). San Francisco: Jossey-Bass.

Tagg, J. (2007). Double-loop learning in higher education. Change, 39(4), 36-41.

Weimer, M. (1990). Improving College Teaching: Strategies for Developing Instructional Effectiveness. San Francisco: Jossey-Bass.

Zahorik, D. (2011). Peering into the Future: Using Peer Advisors to Assist Changing Student Populations. Academic Advising Today.Vol. 34, Number 1.


Professional and Organization Development (POD) Network

Innovative Educators – Supporting Academic & Professional Growth in Higher Education

Student Affairs Administration in Higher Education (NASPA)

LaGuardia Community College Center for Teaching and Learning

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