An Interpretative Understanding of Faculty Development at the UWI, Mona Campus


  • Mervin E. Chisholm The University of the West Indies, Mona Campus


faculty development, professionalisation of teaching in higher education, critical approaches to teaching in higher education


In this article, an interpretative understanding of the faculty development work carried out since 1992 by the Centre for Excellence in Teaching and Learning at the Mona Campus of the University of the West Indies is offered. The focus is on how the work progressed over the years. Transformative Learning is used as a major lens or theoretical perspective to understand the work. Associated with this theoretical perspective are critical reflection and critical faculty development. These form the conceptual framework used in the article. Using an historical analysis, the position is advanced that the interpretation of the work is best done as we recognise the progression to the professionalisation of university teaching. A descriptive model of the Caribbean University Teacher Reflective Teaching Model (CUTRTM) is presented. It is offered as one of the major approaches to faculty development focused on the professionalisation of university teaching in the Caribbean.

Author Biography

  • Mervin E. Chisholm, The University of the West Indies, Mona Campus

    Manager/Coordinator, Centre for Excellence in Teaching and Learning, The University of the West Indies, Mona Campus.

    He also teaches adult and higher education in the School of Education. His research interests include curriculum studies, teaching and learning in adult and higher education and critical approaches to education.