Framing Faculty Development as Workplace Learning


Higher-education faculty, like most workers, develop knowledge and skills for their job mostly through informal learning during work. In contrast, centers for teaching and learning traditionally emphasize formal-learning events to promote learning and development about teaching. Drawing on workplace-learning research and learning-and-development practices in nonacademic organizations, a faculty-development model arises that elevates the importance of strategies and resources that enhance individuals' informal learning where they work. These approaches, when nurtured and resourced by centers, offer the potential to reach faculty who do not attend formal events, enhance transfer of formal learning to teaching practice, and offset dissemination of low-quality practices among peers with variable expertise.