Structured professional development is essential for advancing faculty growth, teaching quality, and institutional effectiveness in health sciences education. Research on faculty development emphasizes that successful programs are most effective when they are intentionally designed, aligned with institutional priorities, and connected to clear faculty roles, milestones, and outcomes. The use of milestone-based frameworks, such as clinician educator milestones, further demonstrates how structured development can guide faculty progression, strengthen teaching and leadership capacity, and create a shared roadmap for continuous improvement
The Strategic Plan for Evolving Faculty Development is designed to produce measurable improvements across key areas that support faculty growth, instructional excellence, and institutional alignment. Through intentional implementation of faculty development milestones, the plan will help increase faculty completion of required and recommended professional development activities while strengthening teaching quality and the effective use of instructional technology. The plan will also build faculty leadership capacity by preparing faculty to serve as mentors, peer reviewers, facilitators, and contributors to continuous improvement efforts. In addition, the plan will promote stronger alignment between course objectives and student learning outcomes, supporting greater consistency across programs and helping ensure that faculty development efforts directly contribute to student success.
References
Adams, A. (Ed.). (2023). Resource handbook for academic deans: The essential guide for college and university leaders (4th ed.). Johns Hopkins University Press.
Chicago State University. (n.d.). CSU Proud: 5-Year Plan. Retrieved from https://www.csu.edu/healthsciandpharm/document/Covid19_CSU%20Proud_5YRPlan.pdf
Hitchcock, M. A., Stritter, F. T., & Bland, C. J. (1992). Faculty development in the health professions: Conclusions and recommendations. Medical Teacher, 14(4), 295-309. https://doi.org/10.3109/01421599209018848 (pubmed.ncbi.nlm.nih.gov)
Kohan, M., Changiz, T., & Yamani, N. (2023). A systematic review of faculty development programs based on the Harden teacher’s role framework model. BMC Medical Education, 23(1), Article 910. https://doi.org/10.1186/s12909-023-04863-4
Lancaster, J. W., Stein, S. M., Garrelts MacLean, L., Van Amburgh, J., & Persky, A. M. (2014). Faculty development program models to advance teaching and learning within health science programs. American Journal of Pharmaceutical Education, 78(5), 99. https://doi.org/10.5688/ajpe78599 (PubMed)
Puri, A., Raghavan, S., Sottile, E., Singh, M., Snydman, L. K., Donovan, A. K., & Bonnema, R., Lo, M. C. (2023). New ACGME Clinician Educator Milestones as a roadmap for faculty development: A position paper from the Society of General Internal Medicine Education Committee. Journal of General Internal Medicine, 38(13), 3053-3059. https://doi.org/10.1007/s11606-023-08272-7 (pmc.ncbi.nlm.nih.gov)
Strohschen, G., Elazier, K., Holley, M. B., & Wiggins, V. (2026). Opportunity in partnering: Cross-sector collaboration for student engagement. In Developing student engagement opportunities in higher education (p. 34).