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Inventive Faculty Development. Jerry Buk University of Nevada Cooperative Extension. Background. Degrees in Animal Science and Agronomy County Agent NE & WY, 20 years Area Director UNCE, 8 years Project Director Nevada EIRP, 5 years

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inventive faculty development

Inventive Faculty Development

Jerry Buk

University of Nevada

Cooperative Extension

  • Degrees in Animal Science and Agronomy
  • County Agent NE & WY, 20 years
  • Area Director UNCE, 8 years
  • Project Director Nevada EIRP, 5 years
  • Began Extension career focused on range and cows. Found a position in the Nebraska Sandhills where there were lots of both.
  • Learning complete - time to teach.
job skills mismatch
Job / Skills mismatch
  • Subject matter- Not just cows and Range?
  • Needs assessment – Comprehensive County or Area wide
  • Research strategies- Qualitative Data?
  • Teaching strategies – Youth and Adult, learning environment
  • Impact assessments
  • Organizations –(County Govt. University, USDA, service)
  • Administration –(Budgets, HR, Policies and procedures)
  • Process (Facilitation, Strategic planning, How to think)
  • IT (web ct, smart learning centers, CV)
  • Time Management
  • StressManagement
    • Old Indian expression: "When you're ready to learn, your teacher will come."
common professional development methods seminars symposiums workshops
Common Professional DevelopmentmethodsSeminars/Symposiums/Workshops
  • Usually 1 hour - 5 days
  • Often “canned” programs offered by on staff expert or training firm.
      • “Chalk-n-Talk”
  • Old attendee comment…”If I take home one good idea it was worth it.”
    • With that expectation it’s hard to be disappointed
assumptions knowles 1984
Assumptions (Knowles 1984)
  • Up until very recently, the pedagogical model has been applied equally to the teaching of children and adults.
  • Children and adults are different
  • As adults mature, they become increasingly independent and responsible for their own actions.
  • Adults are often motivated to learn by a sincere desire to solve immediate problems.
  • Adults generally need to be self-directing.
characteristics of inventive professional development my opinion
Characteristics of “inventive” professional development. My opinion:
  • Efficient use of time
  • Limited travel
  • Fits my schedule
  • Allows use of my preferred learning styles
  • Meets my specific learning or skill needs
  • Allows me to measure mastery of topic
  • Provides access to continued development
examples of coop extension pd
Examples of Coop Extension PD
  • National Extension Leadership Development (NELD)
    • a two-year leadership experience for Extension personnel in mid-level management with potential for higher administrative leadership. Cooperative Extension directors and administrators from throughout the Land Grant system recommend personnel for enrollment in this leadership development experience. Former NELD interns assume greater leadership opportunities as a result of this process.
e development
  • One-on-One Mentoring: Academic Career E-Mentoring
  • New in 2003, the MentorNet Academic Career E-Mentoring Program is designed to provide information, encouragement, and support to women graduate students, postdocs and untenured faculty who are considering or pursuing faculty careers. Protégés are matched in one-on-one e-mentoring relationships with tenured faculty members. MentorNet provides the training, coaching and support for an 8-month mentoring relationship.


working effectively with native americans all teaching activities hosting by indians



Perceptions of white America

“We danced, sang, ate, played games and listened to each other”

Working effectively with Native Americans All teaching, activities & hosting by Indians
web training https www citiprogram org
Web Training
  • The UNR OHRP maintains a subscription to the web-based “CITI Course in the Protection of Human Research Subjects” sponsored by the Collaborative IRB Training Initiative (CITI) and the University of Miami. Please go to to register for the Basic Course
  • CITI Course in The Protection of Human Research Subjects
  • Jerry Buk, University of Nevada, Reno Wednesday, March 16, 2005
  • Main Menu | Grade Book | General Information | FAQ | Logoff
  • The modules that you have completed are indicated with a score and a completion date.
  • Required modules, yet to be completed, are indicated under the "Required Modules" heading as "incomplete".
  • Complete the required modules in order.
  • If you want to improve a quiz score, you may review the module as often as needed and retake any or all quizzes.
  • Your highest quiz score will be saved by the software.
  • To be able to print a course completion report you must complete all the required modules and
  • Correctly answer 75% of the quiz questions for required modules Refresher Course
  • Grade Book Date Your Score Total Possible Points
Refresher Course 1.01 Introduction
  • History and Ethical Principles. Incomplete Regulations and Process, Part 1 Incomplete Regulations and Process, Part 2 Incomplete Informed Consent. Incomplete Social & Behavioral Research (SBR) Incomplete Records-Based Research, Part 1 Incomplete Records-Based Research, Part 2 Incomplete Records-Based Research, Part 3 Incomplete
Research with Protected Populations - Vulnerable Subjects: A Definition. Incomplete Vulnerable Subjects-Prisoners, Part 1 Incomplete Vulnerable Subjects-Prisoners, Part 2 Incomplete Studies With Minors, Part 1 Incomplete Studies With Minors, Part 2 Incomplete Studies With Minors, Part 3 Incomplete Studies with Pregnant Women and Fetuses, Part 1 Incomplete Studies with Pregnant Women and Fetuses, Part 2 Incomplete Group Harms: Research with Culturally or Medically Vulnerable Groups. Incomplete
  • A web-based presentation. Participants can log in from anywhere. You need only a computer with internet access, a phone line and money, paid in advance.
  • You select the subject that interests you
so tell me

Classroom teacher

Extension teacher



Support staff

B. Experience

0-2 yrs

3-5 yrs

6-8 yrs

9-11 yrs

12-14 yrs

15-17 yrs

18+ yrs

So tell me…
c limiting factors for your participation in pd
C. Limiting factors for your participation in PD:
  • Limited PD opportunities
  • Limited Funding
  • Limited Time
  • No need
  • No reward
  • Quality of past experiences
  • Other (write on back)
  • In my case Professional Development is :
    • Low priority
    • Key to growth and promotion
    • Job survival (just keeping up with change )
  • Do you have a PD plan?
    • 1. Yes
    • 2. no
f i am most likely to participate in pd when it is mark all that apply
F. I am most likely to participate in PD when it is : (Mark all that apply)
  • Internet based
  • Free or low cost
  • For credit or certification
  • Face-to-face
  • Offered at a “cool” place
  • Long term (In depth two or more days)
  • Short term ( one day or less)
  • Other (Leave blank and write on other side)
other questions
Other questions?
  • G. How do you assess outcomes
    • One good idea
    • Applies
    • Qualitative /Quantitative
    • Useful contacts
    • Impact on students
    • funded
  • H
  • I
  • J
your best example of inventive professional development
Your best example of inventiveProfessional development
  • Each write and Share experiences
  • Select one or two to report to group
traditional faculty development xavier examples
Traditional Faculty Development Xavier examples
  • FACULTY DEVELOPMENT LEAVES: : Available to Principal Faculty with a minimum of three years in the tenure-track position.  (Tenure-track faculty may apply in the fall of their third tenure-track year.)  These grants may be at full salary for one semester or at one-half salary for two semesters.
  • SUMMER FELLOWSHIPS: These are intended primarily, but not exclusively, for junior faculty members with a minimum of two years in the tenure-track position. (Principal faculty may apply in the fall of their second tenure-track year.)  The amount of the stipend will be announced at the beginning of the academic year.  For summer 2005, the stipend is $4,000.  The faculty member may teach one course or workshop during the summer of the award.
  • Sabbatical leave is a privilege that is intended to clearly benefit both the college and the employee. Usually Presidents grant this leave to employees.
  • Leave is usually granted for the purpose of personal and/or professional improvement, which will in turn benefit the college, through activities such as formal and informal study, acquisition of new skills, or keeping abreast of new technologies, research, and community service.
assumptions knowles 198426
Assumptions… (Knowles, 1984).
  • Up until very recently, the pedagogical model has been applied equally to the teaching of children and adults, and in a sense, is a contradiction in terms. The reason is that as adults mature, they become increasingly independent and responsible for their own actions. They are often motivated to learn by a sincere desire to solve immediate problems in their lives. Additionally, they have an increasing need to be self-directing. In many ways the pedagogical model does not account for such developmental changes on the part of adults, and thus produces tension, resentment, and resistance in individuals.
professionals column

Professionals column

LD,PP,EA seeking CA

learning deprived professionally pooped extension administrator seeking career arousal

Learning deprived, professionally pooped, extension administrator, seeking career arousal

Old Extension Agent Expression:“Just because your ready to teach doesn’t mean the learner will come”Our job is to bring practical, useful, research supported knowledge directly to people who will use it ”