About_Faculty_Dev

 **Faculty Development Framework **

**Purpose**
====Based on MNU’s mission to live a life of service to God, the purpose of faculty development is to enable faculty to honor God through their scholarship and service. Faculty development activities build a learning community by offering professional development opportunities in three areas: 1) the integration of faith and learning, 2) advanced disciplinary scholarship, and 3) institutional effectiveness. ====  ====**1)** **The Integration of Faith and Learning** expresses two areas of understanding. The first area comprises the //foundational and distinctive nature of Christian higher education// established by the International Church of the Nazarene and the body of literature that supports this integration. The domain represents bonds between the classroom and the Christian worldview as a continuum of integrative practices across the disciplines from the nearly invisible to the highly visible. The domain also addresses various strategies for integration, which are practical tools for all faithful teaching and learning. ====

====The second area, //scholarly character & presence//, represents the vocational calling of faculty and expresses the character and personal qualifications of faculty as they reflect the character of Christ, the One who is the Master Teacher. Scholarly character refers to the intellectual curiosity and scriptural wisdom needed for faculty to model the learning process. In this area, faculty view learning as personally and spiritually renewing and fulfilling. Examples of scholarly character and presence are manifested as hospitality, effective communication skills, and relationships with the MNU community and students. Faculty with scholarly presence speak with Christ-like grace and truth, walk with students on their learning journeys, celebrate their emerging abilities and skills, and personify scholarly Christian faculty. ====  ====**2)** **Advanced Disciplinary Scholarship** includes two areas of understanding regarding the scholarly expectations of MNU faculty. These areas are derived from some of the most well known standards for faculty in higher education and are used in many other institutions. Advanced scholarship in all disciplines requires public review of scholarly activities – either by the MNU community or professional colleagues. The following areas describe faculty’s efforts to continue their professional journeys and model the lifelong learning process. ==== ====The //Scholarship of Discovery & Integration// represents two types of advanced scholarship. Discovery uncovers new knowledge in one’s discipline while integrative scholarship makes meaning of various facts or data and synthesizes knowledge from them. //The Scholarship of Integration// involves knowing how knowledge fits together, how this can best be communicated to others, and how integrative works shed new light across the disciplines.==== ====The //Scholarship of Application of Teaching & Learning// represents two types of applied scholarship. //Applied scholarship// refers to the use of academic understandings in other settings that promote collaborative relationships with the broader community, i.e., hospitals, schools, clinics, and churches in our geographical region. //Scholarly teaching and learning// refers to the range of practices, methods, and inquiry techniques that reflect dynamic teaching methods and formats to promote deep student learning. Faculty who work in this area view classroom teaching as challenging, intellectual work that poses interesting questions. These faculty foster a culture of teaching excellence through their classroom-based inquiry. ====  ====**3)** **Institutional Effectiveness** refers to training and understandings that support and enhance MNU’s organizational structure, the outcomes assessment process, and the various practices of MNU’s schools and divisions. The purpose of this domain is to increase the productivity and professional practice of all faculty. A number of these practices require competence in technology and include course management systems, productivity software for record keeping, preparation of course materials, and proficiency with assessment tools. Faculty who excel in this domain collaborate with other faculty and the larger community to stay abreast of current and emerging trends in higher education. They support institutional effectiveness with a willingness to invest time in university-wide initiatives and challenges. ====



