As al (2008)). An ineffective teaching can

As a Faculty of Medicine and Health Sciences, it is delegated to provide
advanced instruction, research and health care services using advance
technology ,not only that but it is mandated to provide competent leadership.
To achieve this requirement it should prepare development strategy plan to
translate its mandates into action .

The development strategy 
plan should focused and  identify
programs and projects that need assessment and develop well trained, competent
and skilled professions in health care 
and related fields. It is also produce staff capable of performing
responsible research for improving community requirement.

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The faculty recognized student-centered teaching and  learning as the philosophy that is to be a
Centre of all professional development offerings and opportunities. Taking
inconsideration the result of a needs assessment of faculty development .The
following most three topics are need to be address.

Advance Teaching and Learning program

Development Program.


1.  Advance
Teaching and Learning program

Program Description

From previous analysis of faculty development(SWOT analysis).  It was recognized  that 
the part that needs more attention was teaching and learning program . Faculty development has been effective in
focusing  on the value of teaching,
increasing motivation and enthusiasm for teaching, and disseminating skills (Steinert Y., et al 2012).

There are increasing number of faculty members that committed to be
a teachers, faculty  need to prepared
them  to train students in skills such as  problem solving , critical thinking, working
in teams and communicating with others, and finding and analyzing information (
Finelli CJ et al (2008)).

An  ineffective  teaching can lead to; poor student learning,
high faculty turnover, and ineffective graduates. The faculty will offer a
program which,  involves scheduled
meetings , centered on enhancing teaching and learning, with frequent seminars and activities
that provide learning, development, and community building.

Different teaching approach is used 
to develop skills required by students .

development of teaching skills, should be included  in a comprehensive faculty development plan
and these are responsibility of faculty members and administrators within
colleges (, Guglielo et al.2011)

Program Purpose

The purpose of the
Teaching and Learning Program is to encourage and developing faculty teaching
skills in various  areas. it design to

quality of  instruction

chance for all faculty members to participate

opportunity for discussion and exchange the experience and ideas 

interactive learning and ensure integration of the program skills beyond the
program area

a dynamic teaching and learning experience by using classroom discussions
regarding adult learning and education theories.

learning opportunity through contact and cooperation with special interesting
groups in community

The Program will focus in three areas;
Pedagogy, Classroom Management, and Integrating Instructional Technology. The
main topics will be ; skills
related to teaching, learning efficient strategies to motivate
students. efficient teaching methods , improvement 
of communication and efficient evaluation of the students’ performance

management ; Topics related to
classroom management will include; create a successful  learning environment, cooperative  learning environment. prevention of
disruptive behavior and interactive learning ,the
most important topic to be stress on is building positive relationship  between students
and teachers .They encourage
to provide their impression about the quality of the  education program

instructional technology(Technology enhanced learning) ;

by using multimedia equipment, and integrate 
different types of technology in to instructional plan.
Using   multimedia equipment in teaching, skills for
improvement and  enhancing
 scientific research and publication
. Ensuring sensible use of information technology to develop learning
efficiency (Gordon JI, et al  2000).





2. Leadership Development Program.


participants  the  opportunities to develop leadership
knowledge, skills, and potential effort . They will   proceed 
toward  effective organization,
understanding of and experience in areas such as supervision, conflict
resolution, mediation and negotiation,

addition to providing faculty with essential leadership skills that are
valuable in the classroom and that can enhance teaching and learning,

meet the challenge of developing leaders who understand and support the mission
,faculty  should  take responsibility and become proactive in
the development of leadership, playing a role in producing the next generation
of community leaders and  develop leaders
among faculty, support staff, and administrators.

Program Goal;

To deliver structured experience
for faculty professionals the art to develop 
proficiency in issues related to academic leadership.

Purpose ;

It  is intended to meet individual goals and
objectives and prepare the staff to lead effectively and improve organizational
performance. . It  is intended to meet
individual goals and objectives and prepare the staff to lead effectively and
improve organizational performance . encourage participants to develop the
leadership skills to improve teaching and innovative learning ,administration
and management.

Issues will  include:

Decision making

policy and strategy


Managing change


skills and leaderships practice


3. Curriculum Development

 Purpose of program and

Upgrading of Current curricular Programs and develop new curricular
programs if needed. Curriculum development committee will nominated and work
under the head of medical education center. This committee will review the
current programs ,suggested programs development and options to include areas
in behaviour sciences ,contentious medical education and communications skills
which are very important to innovative curriculum.

Suggested Topics

Goal and objectives of medical curriculum, Curriculum structures,
Curriculum content and arrangement , Strategies of teaching, Tools used
,Assessments and Management of curriculum.

of the programs

Steering committee will be 
nominated and will work under Vice Dean of academic affairs to direct
and oversee the implementation of the Strategic Plan for Faculty Development .
Steering Committee consists of faculty expert 
members and heads of various departments . The committee will play a crucial
role in the implementation, delivery and assessment of the program.

of the committee are as follows

to follow up the implementation of new innovative curriculum .

2. To direct the Faculty regarding  Effective Teaching and Leading.

To suggest and   provide the tools ant
technology used in teaching and learning  

To  help quality unite for  accreditation of the programs

and Educational Outreach.

programs will start during the first semester of 2018, each semester will
offered one course of each three programs. The development of the curriculum
courses will be offered across the academic year.

Assessment Plan

of professional development activities is a necessary feature that ensures
existing programs and practices are meeting the goals and objectives of the
faculty development plan. A strong evaluation and assessment component will
also help administrators of this program to stay in tune and responsive to the
changing needs of stakeholders, such as: individual faculty members, department
chairpersons, administrators, and academic departments. For assessment
activities to yield useful results, a blend of formative and summative
evaluations that seek to gather data from four levels of program outcomes are
recommended (Kirkpatrick,1971):

One Reaction Data – measures
participants’ satisfaction with program

Two Cognitive Data – measures
program influences on changes in knowledge and attitudes of participants

Three Behavioral/Performance Data –
measures the activities conducted by the participant after the training that
can be attributed to the development program

Four Outcome Data – measures the
influence of the program on the participant’s career


Pre-Test, Post-Test, Delayed Post-Test

instructors will be asked to administer a brief pre-test and post-test
immediately before and after the session is conducted. The pre-test instrument
will prompt participants to self-assess their existing knowledge of the topic,
perceived utility (walk-away value) of the content in their daily teaching
activities, perceived long-term benefits of workshop content, and their
personal objective(s) for taking the session. The post-test instrument will
prompt participants to rate their satisfaction with the workshop based on what
content was presented, the immediate value of the content in their teaching,
the long-term value of the content to their teaching, how the content fit with
their personal objectives, and any perceived gain in teaching efficacy.

delayed post-test will be sent out at the end of each semester to gather the
same data as the immediate post-test for comparison purposes.

End of Session Evaluation Forms

current form used to evaluate the session and instructor will continue to be
employed at the end of each session.

Professional Development Advisory Committee

advisory committee will be formed with faculty and/or department chair
representation from each department to guide future Faculty Development
Strategic Plan and will  evaluate the
current and future goals of the faculty development programs, and making
recommendations for future directions

Faculty Focus Groups

participants will be invited to participate in focus groups during the fall and
spring semesters. These focus groups will be evaluative in nature, offering
participants an opportunity to suggest improvements to the offerings, and
programs for future semesters




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engineering faculty. J Eng Educ.;97(4):397-411.


Gordon JI ,Hazlett C,Ten Cate O, Mann K, Kilminster S,Prince K,
O’Driscoll E L, Newble D (2000).Strategic planning in medical education:
enhancing the learning environment for students in clinical settings. Med


Guglielmo BJ, Edwards DJ, Franks AS, et al (2011). A critical
appraisal of and recommendations for faculty development. Am J Pharm Educ.
2011;75(6):Article 122


Steinert Y,, Naismith L., & Mann K. (2012). Faculty development
initiatives designed to promote leadership in medical education. ABEME
systematic review: BEME Guide No. 19. Medical Teacher, 34:6, 483-503