What professional development expectations are typical for faculty in AAHEP programs?

What professional development expectations are typical for faculty in AAHEP programs?

• A. Occasional attendance at workshops with no ongoing expectation.
• B. Intermittent participation in professional activities with no formal plan.
• C. Ongoing continuing education, participation in scholarly activities, curriculum and assessment development, and competency validation.
• D. Volunteering outside of work as a sole development activity.

Answer: (C)

Ongoing, structured professional development is expected for AAHEP‑affiliated faculty. This means continually keeping up with the field through continuing education, while also actively engaging in scholarly activities that advance knowledge and teaching practices. Faculty should contribute to curriculum and assessment development to ensure courses stay current and evaluations measure what students are supposed to learn. Regular competency validation is also essential, confirming that faculty maintain the skills and knowledge needed to teach effectively and safely. This combination creates a sustained, accountable plan that supports high-quality education and aligns with accreditation standards. Options that describe sporadic workshops, no formal plan, or activities outside the professional role don’t meet these expectations because they lack the ongoing structure and integration into the program’s quality assurance and student outcomes.

Ongoing, structured professional development is expected for AAHEP‑affiliated faculty. This means continually keeping up with the field through continuing education, while also actively engaging in scholarly activities that advance knowledge and teaching practices. Faculty should contribute to curriculum and assessment development to ensure courses stay current and evaluations measure what students are supposed to learn. Regular competency validation is also essential, confirming that faculty maintain the skills and knowledge needed to teach effectively and safely. This combination creates a sustained, accountable plan that supports high-quality education and aligns with accreditation standards.

Options that describe sporadic workshops, no formal plan, or activities outside the professional role don’t meet these expectations because they lack the ongoing structure and integration into the program’s quality assurance and student outcomes.