Abstract
DEI faculty development is on the rise in higher education, but we have little research on the breadth and depth of those efforts or their effectiveness in facilitating change. To address this gap, we draw on extant literature to offer insights on the foundations and aims of DEI faculty development, focusing on two major components: faculty advancement and instructional development. Throughout, we identify how DEI faculty development currently is approaching faculty as learners and how it potentially can center the needs of racially minoritized faculty. We conclude this chapter by calling for a reconceptualization of faculty development so that it is anchored in DEI. We also offer three recommendations: approach faculty as learners, enact a holistic model for faculty development, and use faculty development as a meditator of transformational institutional change.
Aimee Le Pointe Terosky was the Associate Editor for this chapter.
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Notes
- 1.
Faculty are composed of people who work in a variety of academic positions that range in title such as “professors, associate professors, assistant professors, instructors, lecturers, assisting professors, adjunct professors, and interim professors” (U.S. Department of Education, 2020, para. 1)
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Castillo-Montoya, M., Bolitzer, L.A., Sotto-Santiago, S. (2023). Reimagining Faculty Development: Activating Faculty Learning for Diversity, Equity, and Inclusion. In: Perna, L.W. (eds) Higher Education: Handbook of Theory and Research. Higher Education: Handbook of Theory and Research, vol 38. Springer, Cham. https://doi.org/10.1007/978-3-031-06696-2_11
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