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What is Faculty Engagement

Handbook of Research on Updating and Innovating Health Professions Education: Post-Pandemic Perspectives
Instructors recognizing their role beyond content delivery, and taking an intentional, active role in facilitating learning and encouraging development among learners.
Published in Chapter:
Thriving in the Post-Pandemic Classroom: Promoting Engagement in Health Professions' Students
Lindsey E. Moseley (Harrison School of Pharmacy, Auburn University, USA), Lauren C. McConnell (Harrison School of Pharmacy, Auburn University, USA), Sydney Meadows (Harrison School of Pharmacy, Auburn University, USA), Justin Carter (Harrison School of Pharmacy, Auburn University, USA), and Bradley M. Wright (Harrison School of Pharmacy, Auburn University, USA)
DOI: 10.4018/978-1-7998-7623-6.ch003
This chapter focuses on promoting student engagement in heath profession education. Discussions will include the longstanding issues related to student engagement that were evident before the COVID-19 pandemic, how these issues associated with engagement were magnified during the pandemic, and how these issues have been transformed into new opportunities to enhance student engagement as we collectively enter the post-pandemic era. Elements of wellbeing, resiliency, and motivation, as they relate to engagement, are explored in depth. Strategies to promote student engagement in the future classroom are discussed in addition to considerations for stronger faculty engagement surrounding teaching. Throughout the chapter, the experiences of one school of pharmacy will be described, providing examples of strategies for enhancing engagement in the post-pandemic classroom.
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Analyzing IT Opportunities for Inclusive Digital Learning: The Largest Academic Project Ever Implemented During the COVID-19 Era
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Part-Time Faculty Affiliation with the Virtual University
“A faculty member’s commitment to teach with an institution(s). Factors influencing ongoing commitment and affiliation include: training, support, technical assistance, information exchange, and assessment” (Hagner, January, 2001, p.2).
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