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Badging Models in Faculty Development: Building Faculty Connections and Empowering Growth

Errin Heyman (University of St. Augustine for Health Sciences, USA)
Jordan Utley (University of St. Augustine for Health Sciences, USA)
Session Information
October 14, 2015 - 11:45am
Faculty and Professional Development & Support
Major Emphasis of Presentation: 
Practical Application
Major Emphasis of Presentation: 
Theory/Conceptual Framework
Institutional Level: 
Multiple Levels
Audience Level: 
Session Type: 
Information Session
Northern Hemisphere E4
Session Duration: 
45 Minutes
Concurrent Session 1

Badging serves a purpose in higher education faculty development by allowing faculty to earn peer and university leadership awareness of professional development activity

Extended Abstract

Many faculty development models lack enthusiasm, "ownership," and fail to close the loop following completion of a training or development series, potentially limiting the effectiveness of that and future trainings (e.g., attendance, implementation, post-training). Funding for faculty development is often the first thing to be cut in budget reductions, often because there may not be tangible evidence of usefulness or return on investment (ROI).

Badging serves a purpose in higher education faculty development by allowing faculty to earn peer and university leadership awareness of professional development activity. Badging can be used as evidence of accomplishment. Badges may serve as a primary motivator for some faculty seeking improvement and demonstrating growth. Additionally, this awareness can be connected to aspects including rank, tenure, merit raises, and university (e.g. mentoring, peer review) and community service (e.g., providing services based on badged qualifications) to name a few. Badging can also offer a powerful way to examine current faculty development endeavors, helping to determine effectiveness of events or "interventions," and allow for revisions and subsequent offerings.

Connecting a badging system with a university mentoring program can be another powerful way to incorporate badging into the overarching faculty development schema. Through "publishing" faculty accomplishments and expertise (through a leaderboard or "backpack"), mentors and mentees can make just-in-time or need-based connections more easily.

Finally, the authors will explain how the models can be applied beyond academia through illustrative parallels. The summary will also offer suggestions of badging programs/platforms/packages through reviews of existing systems (top 3) that may be useful within and across job and university settings. Ultimately, the authors will highlight ways (models) in which badging can be designed and implemented for the purpose of empowering and motivating faculty, connecting university peers, and connecting the university to the community.

This presentation will be based on the authors' chapter written for:
Foundation of Digital Badges and Micro-credentialing
D. Ifenthaler, N. Bellin-Mularski, D.-K. Mah (Eds.)
Springer Publishing