7,177 research outputs found
AS-625-04 Resolution on Revision to the Bylaws of the Academic Senate to Update the Responsibilities for the Research and Professional Development Committee
No full textModifies the responsibilities for the Research and Professional Development Committee
AS-763-13 Resolution on Proposed Name Change: “Academic Senate Research, Scholarship and Creative Activities Committee”
No full textEndorses the name change from “Academic Senate Research and Professional Development Committee” to “Academic Senate Research, Scholarship and Creative Activities Committee.
AS-527-99 Resolution on Development of a Research and Professional Development Infrastructure at Cal Poly
No full textProvides recommendations for research and professional development at Cal Poly
AS-691-09 Resolution on Research and Professional Development at Cal Poly
No full textRecommends certain actions be taken that support research and professional development on campus
AS-638-05 Resolution on Renaming the Distinguished Research, Creative Activity, and Professional Development Award and Renaming and Constituting the Distinguished Research, Creative Activity, and Professional Development Awards Committee
No full textChanges the award and committee as renamed in the title of this resolution; modifies the membership and responsibilities of the committe
AS-602-03 Resolution on Establishing a Faculty Award to Recognize Distinguished Research, Creative Activity and Professional Development at Cal Poly
No full textEstablishes a new Academic Senate committee
Unclassified Professional Senate spring general agenda and meeting minutes, April 20, 1994
No full textAgenda: Introduction of New Senators and Election Committee Members -- FY'95 Budget -- Reclassification Review -- Senate Activities -- Senate Committee Reports -- Issues and Concerns from the Floor -- As May OccurMinutes: (Introduction of New Senators and Election Committee Members): New senators elected for the new term for Academic Affairs, Student Affairs, and Research and Government Relations -- Senators continuing through Spring 1995 for Academic Affairs, Student Affairs, President's Division, Advancement, and Appointed-At-Large -- Senators whose terms expire 6/30/94 for Academic Affairs, President's Division, and Appointed At-Large -- Persons Elected to the 1995 Election Committee -- (FY'95 Budget Update): Mary Herrin -- (Reclassification Review): Barbara Bowman -- (Senate Activities): Nancy Kraemer -- Executive Council meetings with President -- Regular news coverage of Senate meetings and activities -- Regular meetings with President Hughes -- Development of unclassified professional retrenchment policies and procedures -- Clarification on Non-reappointment Policies -- Salary differential -- Revisions in Unclassified Professional Grievance Policy and Procedures -- Unclassified Professional Evaluation -- Unclassified Professional Classification Review -- Professional Development and Recognition -- Meeting with Board of Regents Personnel -- Vice Presidential Search -- Name Change -- Cooperative Activities -- (Senate Committee Reports): Election Committee / Vic Chavez -- Support Committee / Steve Gladhart -- Professional Development Committee / Cathy Razook-Ellsworth -- Sexual Harassment Policy Task Force / Don Nance -- Coordinated Personnel Handbook Task Force / Frankie Brown -- Tuition Waiver Task Force / Barbara Bowman -- (Issues and Concerns from the Floor) -- (As May Occur): UPS Reception May 13 -- Volunteer for committee servic
Using the internet for professional development: The experience of rural and remote professionals
No full textThe retention of professionals employed in rural and remote areas of Australia is a critical factor in community growth and sustainability. Retaining professionals depends to a large extent on the availability of support and professional development that is becoming increasingly accessible through the internet. This paper describes a research study that used survey and interview methods to indicate how a range of ten professional groups employed in rural and remote Australia, are accessing the internet for professional development. The findings indicate that email, the world wide web, discussion, chat and listservs were commonly used, however, the ability of professionals to avail themselves of professional development support on the internet was not always within their own control, and depended on a number of complex factors
National models for CPD: The challenges of C21st knowledge management
No full textTeacher quality is the most critical factor in improving educational outcomes (McKinsey, 2007). This paper proposes analytical frameworks for national models for continuing professional development (CPD). It examines the unacknowledged problem of the quality and extent of the evidence base underpinning teachers’ CPD. In the 21C through the use of ICTs the research and evidence base underpinning educational practice surely could be made accessible to all teachers and all providers of initial teacher training and CPD. The evidence base available internationally appears to be patchy. Yet this is taken for granted in the literature, and is rarely if ever acknowledged in the discourse about school and system improvement. This lack of research based professional knowledge, is a particular problem for subject specialist issues and is further compounded by the fact that research published in journals is not generally designed around questions teachers want answered. In short, the knowledge that is produced and the management of it within the education sector is lacking systemic organisation and dissemination. The paper outlines opportunities which exist for low cost interlinked national and international e-infrastructures to be developed to support knowledge sharing, but such collaboration may pose an insurmountable challenge for national and international agencies
Recognising and appreciating the artistry in professional practice: a means to researching and developing practice through insider practioner research.
No full textThis study explores professional practice and examines an approach to research that could be useful for the practitioner in developing and extending their practice.
The existence of artistry is recognised within professional practice (Schon 1983), and is important in making professional judgements (Fish and Coles 1998, pp. 28-53, de
Cossart and Fish 2005). Therefore, as in the methodology proposed by Fish (1998), the artistic/holistic paradigm was adopted because this specifically enables the exploration of professional artistry and is suited to insider practitioner research. The study critically appraised the use of the proposed artistic/holistic paradigm. A case study approach was used in which the researcher was the case. A portrait of an episode in clinical practice was produced, followed by a critical appraisal of this portrait. These then became the portrait of research practice, which was equally appraised. This mirrors the process seen within the arts in which critical appreciation
is a reflective process, deriving its rigour from the discipline and connoisseurship of the critic. The results demonstrate that the artistic/holistic paradigm is well suited to continuing professional development, both individually and corporately. The proposed paradigm
does enable the recognition and exploration of professional artistry, both within clinical and research practice.
Professional practice has a moral foundation and it was shown that this must be openly recognised if meaningful professional development is to occur. Evidencebased
medicine, which is founded on the technical-rational view of practice, was shown to be insufficient for the professional's ongoing development. This, and similar work, will impact and contribute to the ongoing evolution of the traditions of the profession
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