PROFESSIONAL DEVELOPMENT PLAN: FACULTY DEVELOPMENT
Professional
FAVORITE SAYING: TO BE CONTINUED
Where do I go from here?
This professional development plan (PDP)
offers insight into what my professional
objectives are as I continue my journey to
become the next member of the
professoriate community. With interests in
continuing my education at the doctoral
level, I anticipate continued and increased
involvement and contribution to the field of
higher education.
**********************************
In review of current knowledge compared to
the sought knowledge base of future
professorship, the following knowledge areas
have been chosen as opportunities for my
personal and professional growth:
sharing research interests through
publications and presentations
ameliorating comprehension of research
designs in quantitative and qualitative
studies
expanding on instructional techniques to
enforce transformative learning for
students
interacting effectively with students
outside the classroom to benefit their
personal and professional journey
fostering on- and off-campus community
service
WHAT TO EXPECT
The following edition of this PDP outlines
the necessary action steps and assessment
of fulfilling the aforementioned knowledge
areas that will supplement to my
development towards the professoriate.
Research Interests:
Career Development
Internationalization of Higher Education
French Higher Education
Student Leadership
College Teaching
FALL 2017
Development
Plan:
Faculty Development
Evan W. Faidley
Knowledge Sharing Continues
Since 2015, I have found a heavy interest in career
development through life designing and career
construction, as pioneered by Dr. Mark L. Savickas
and encouraged through the Career Navigation:
Constructing Possibilities course at Kent State
University. Why not go international to share what I
have learned?
Page 2
Researching research?
It seems a bit meta, but why not research on
different styles of research? Its more than just a
course assignment; it is an act of professional
preparation.
Page 2
PROFESSIONAL DEVELOPMENT PLAN: FACULTY DEVELOPMENT 2

Knowledge Sharing
Continues
When we think of the modern professor, is it
safe to say that they exist in more than just
the teaching capacity? Over the span of my
academic career, members of the
professoriate have provided insight into their
respective worlds of research and interests
through two key mediums: presentations
and publications.

Though research serves as a driving element
in the appointment and sustainability of
some full-time faculty positions, the question
is how such research is presented. Sharing
my research will afford me opportunities to
expand my network on regional, domestic
and international levels, thus paving possible
avenues of collaboration for future
brainstorming and research.
Since 2015, I have participated in knowledge
sharing on an international level through the
support of Dr. Tracy Lara-Hilton, sharing
research in student career preparedness as
evaluated through meaningful instruction
through the Career Navigation: Constructing
Possibilities course at Kent State University.
From my UNESCO presentation in Wroclaw,
Poland (June 2016) to invited talks
throughout France (2016), I have widened my
network to fellow professionals who have
mutual interests in career construction and
life designing, thus guiding counsel-seekers
towards meaningful career pathways for
their immediate to distant future.
To continue this path of sharing knowledge, I
plan to fulfill the following action steps:
present at the International Advising
Institute in Florence, Italy (March 2018) to
facilitate career construction workshops to
interested faculty and staff from all over
the world
ensure I have one publication under review
and one in process every year with a fellow
faculty member in the Kent State Higher
attend the Comparative & International
Education Society (CIES) conference to
better understand Global North and Global
South international education dialogues
To maintain my activity in this knowledge
area, I will visit my professional budget every
third Saturday of every month and document
feasible travel resources and conference
dates. Additionally, I will refer to my PDP on
the 15th of every month to assess what
activities I have done to contribute to the
research of higher education with fellow
faculty members on- and off-campus.

Researching research?
Education Administration program.
skills as future chairs or members of dissertation
committees and journal editing.
As I continue through my doctoral studies and
shift into my future role as a full-time professor
at a four-year, comprehensive university, I will
fulfill the following:
complete successfully the following
evaluation and evaluation courses at Kent
One key element to becoming an effective State University in understanding various
professor is to understand the quantitative and research designs:
qualitative research designs that constitute o Fall 2017:
knowledge sharing. Though my research Ethnography/Case Study
interests are oriented towards qualitative Evidence-Based Research
researchunderstanding phenomena and the o Spring 2018:
essence of the social meanings they representI Higher Education Data &
still find value in quantitative and evidence-based Institutional Research
practices. Ameliorating my comprehension of o Summer 2018:
research design fields will add to my advising Quantitative Research Designs
o Fall 2018:
Grounded Theory & Phenomenology
o Spring 2019:
Advanced Qualitative Research
Designs
complete successfully SPSS training via
Lynda.com by June 2018 to better understand
computing statistical data
attend the Mixed Methods International
Research Association conference in 2019 (date
and located TBD) to better understand the
balance of qualitative and quantitative
research in developing studies
Every two months on the last day of the month, I
will submit an entry into my Research Journal
that elaborates on (1) how I feel about the
research design that I am studying and (2) how I
feel the research design could be applied t0 my
research interests.
PROFESSIONAL DEVELOPMENT PLAN: FACULTY DEVELOPMENT
Instruction,
InstructionWhats
Your Function?
One element of my future professorship that I
look forward to continuing with is teaching. Since
2014, I have assumed the role of contingent
faculty across three universities, facilitating
language learning, career construction
reflexivity, and first-year experience curricula to
diverse populations of students. In my journey, I
aspire to become a multifaceted instructor who
can bring about inspiration in student learning to
become change agents within higher education
administration and student personnel. In my
professional teaching philosophy, students
undergo a transformative learning process,
which derives from student interaction and
critical thinking.
To better equip myself to assume a graduate
professor role in the near to distant future, I will
complete the following action steps:
Mentor and Advise: What Can I Do?
From my personal experiences as a student
and an emerging faculty member,
mentorship and advising prove to be
essential in not only the well-being and
growth of their department/program, but
also in the mentee or advisee.
In my current role as a foreign language
instructor, I have become a mentor to several
students who wish to pursue careers in
French education, as well as better their
intercultural competencies and Francophone
culture understandings. Such desires to learn
and want to open up about how they are
doing and feeling from my mentees have
3
design an online higher education special 30-minute post-entry reflection period to
topics course at Kent State University adjust my teaching style accordingly.
(presented by February 2018 and ready to
teach by Fall 2018) to experience online
teaching and afford students opportunities to
engage on topics of higher education through
popular culture
co-teach Leadership in Educational
Organizations with Dr. Tara Hudson in Spring
2019 at Kent State University to gain teaching
experience with a fellow professional and to
build on democratic tools and techniques
within the classroom
teach Career Advising: Theory and Practice in
Spring 2020 at Kent State University to
facilitate conversations and tool
implementation for higher education
practitioners to best create constructive,
career dialogic experiences with others
Every two weeks while instructing, I will add
into my Teaching Journal reflective entries on
my teaching and the learning observations I
glean from student assessments and
interactions with each other and the material. I
will spend one hour each entry, then a
so I may diversify my understanding of
resulted in several advising what it means to mentor undergraduate
conversations on and graduate students
academic, personal and
professional goals, which To measure these action steps, I will
in turn have led me to provide one 20-minute entry every
reflect on my own Saturday morning in my Mentoring Journal
prerogatives as a explaining what had or had not happened
professor-in-the-making. that week with my mentees and with my
own mentors. I will then revisit Gordon
Some action steps that I
(2002) and reflect in a 15-minute entry
will take to better my
period on how the readings have or have
mentorship and advising
not integrated into my mentoring
abilities are:
practices.
attend the 11th Annual Mentoring
Conference at the University of New
Mexico in October/November 2019 to
learn more about mentoring techniques in
higher education
read Gordon F. Sheas Mentoring: How to
Develop Successful Mentor Behaviors, 3rd
edition (Boston: Course Technology,
2002)one chapter per month for from
December 2017 to June 2018to learn
mentoring behaviors to adopt and avoid
meet with my three mentors once a month
(as available) to discuss pass-it-on
strategies for my mentoring development
PROFESSIONAL DEVELOPMENT PLAN: FACULTY DEVELOPMENT 4

Stunning Service Can Pay Off!

In my definition of a faculty member, I
usually add active or dynamic into the
wordsmithing, so that others know that my
perception of faculty revolves around
engagement in more than just the classroom
or in research endeavors.
Service is not only a component to the tenure
and promotion process(es), but rather an
element to becoming better acquainted with
the on- and off-campus communities.
Service, ranging from committee
involvement to leading students abroad on
an international experience, I see myself
involved in an array of activities.
I will ensure that these action steps will be
fulfilled by visiting my Service Journal and,
every last day of February, June, September,
and December, I will provide reflective
entries on my own service achievements and
those observed from whom I shadow. I will
also survey listserv announcements (HESA
and GRASPP) that invite volunteers to
participate in program development,
execution, and evaluation.

In May and June 2016, as part of my

internship at National Conservatory of Arts
and Crafts at the National Institute of Studies
of Work and Career Counseling in Paris,
France (see images to the right), where I was
to observe and participate in formulating
career advising initiatives that could be
distributed to career counselors and advisors
within the country. In addition to this these
tasks, I was asked to faire un service (to a
service) that required translations of
conference material for English speakers.
This opportunity resulted in being asked to
serve on a steering committee for an
international congress and to be an
interpreter at the 2016 UNESCO conference
in Wroclaw, Poland. Ultimately, providing
services afforded me networking
opportunities and bettering my
communicative and professional skills.

Action steps that I will take to better

acquaint myself with faculty service is:

shadow a full-time tenure-track faculty

member at Kent State University in the
Higher Education Administration
department for a total of 20 hours during
the Fall 2018 semester to understand what
duties a faculty member can hold in their
field to provide effective service
attend Kent State Universitys faculty
senate on Monday, February 12 and
Monday April 9, 2018 to observe and
understand faculty and administrative
issues that faculty members face in the
professional environment
volunteer with the Career Construction
Institute at Kent State University from
May to August 2018 to develop to
ameliorate my understanding in program
development outside of curriculum