Abstract
A structured faculty professional development program which deliberately seeks to bring about change can yield lasting benefits for both the individual and the institution. Ten individuals who entered a program for the professional renewal of faculty between 1983 and 1987 were interviewed to discover what impact the program had on their professional development and on their contributions to the institution. Their experiences exhibit external and internal changes, with individuals being able to reflect upon their gains, contributions, and future directions. A basic model for support needed to bring about lasting change includes the elements ofpower, vision, structure, andresources.
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Joyce P. Lunde received her Ph.D. in English from the University of Minnesota. She is an educational development specialist and associate professor of agricultural education at the University of Nebraska, Lincoln. She is currently co-director of New Partnerships in Agriculture and Education (NUPAGE), a curriculum project funded by the W.K. Kellogg Foundation.
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Lunde, J.P., Wheeler, D.W., Hartung, T.E. et al. Second order change: Impact of a college renewal program over time. Innov High Educ 16, 125–138 (1991). https://doi.org/10.1007/BF00889656
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DOI: https://doi.org/10.1007/BF00889656