The document evaluates faculty development practices at Johnson and Wales University. It discusses how JWU emphasizes cross-disciplinary faculty development and pedagogical learning through introducing the DEAL model of critical reflection. The DEAL model provides a framework for faculty to objectively describe experiences, examine them using learning goals, and articulate what was learned. The effectiveness of these practices is seen in the development of trust and learning community among faculty through open discussion.

1. Evaluation of Faculty Development
Practice at Johnson and Wales
University
Alison Carson
Jim Frank
Gillian Greenhill Hannum
MANHATTANVILLE COLLEGE

2. Johnson and Wales University
Faculty Development Practice
 “Critical Reflection: A Practitioner’s Approach to
Enhancing the Student Learning Experience”
 Cross-disciplinary faculty development
 Emphasizes pedagogical learning
 Introduces the DEAL model of critical reflection
(Ash & Clayton, 2004, 2010)

3. DEAL (Ash & Clayton)
 D = Describe the experience objectively (who,
what, when, why, where)
 E = Examine the experience using reflective
prompts by category of learning goal (personal
growth, civic learning, academic enhancement)
 AL = Articulate Learning (what was learned,
how was it learned, why did it matter, what
should be done in light of what was learned?)

4. Thinking analytically…
 A sense of urgency
 Build a shared language
 Acknowledge implicit mental models
 Think and act systematically
 Practice what we preach
 Social construction of knowledge
 Embed the discussion of assessment within
the session

5. Effectiveness of Practice
 Development of trust and a learning community
through discussion
– Leads to openness to evaluate implicit mental
models
 Time will tell

6. Questions in anticipation of
application:
 J&W: “With the integration of a deeper and more
intentional reflection component in the Johnson &
Wales Internship programs and internship
projects/assignments…”
– I would be very interested to hear more about this. Was this
done through faculty committee? Administration?
 J&W: “We believe that the training workshop offered an
outlet for faculty interested in pursuing reflection more
intentionally”
– How do we move beyond those faculty who are already
interested?
 What role do incentives play in encouraging faculty
participation in professional development at J&W?

7. Questions beyond J&W’s practice
 Building trust: How to do this beyond sharing
successful strategies?
 Angelo views “academic departments as the
most promising units of instructional reform
and heads of departments as the natural
leaders in transforming departmental cultures.”
– How might we harness this potential in our
ePortfolio plans?