The framework for learning activities of faculty members in professional development curriculua in the scientific disciplines of STEM

This research is a qualitative (comparative and analytical-explanatory) approach, and is development a framework for faculty member's learning activities in professional development curriculua in the fields of science, technology, engineering, and mathematics. To achieve this goal, two main questions were raised. First, what are the leading universities providing for faculty learning activities? And then, which professional development programs is more closely related to the STEM field of science.
This approach was mixedexploratorysequence First question through comparative(Beredy) research were used with little changes. In the second part of the study, using an exploratory analytical approach to the profile of professional development programs in the field of scientific disciplines STEM, extraction and matching of the programs of leading universities was investigated. Sampling was a criteria type. The criteria for choosing is a center for learning and teaching at leading universities.
Findings:Universities follow a total of three areas of professional development programs: (a) interactive programs; (b) programs for financial and nonfinancial support; (c) online-based programs and (d) Individual narrative. In the second part of the study, the findings showed that the teaching and learning of STEM faculty members at the University of Berkeley and E-learning (MOOCS) at the universities of Malaysia, Hong Kong and Japan are more in touch with this field of science. At the end, a conceptual model was extracted and recommended.