scholarly journals Measuring institutional transformation: a multifaceted assessment of a new faculty development program

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
David E. Favre ◽  
Dorothe Bach ◽  
Lindsay B. Wheeler
Keyword(s):  
Faculty Development ◽  
Teaching Practices ◽  
Course Design ◽  
Development Program ◽  
Data Sources ◽  
Future Research ◽  
Faculty Development Program ◽  
New Faculty ◽  
Content Type ◽  
Teacher Professional Knowledge

PurposeThis study aims to understand the extent to which a faculty development program that includes a week-long course design experience followed by sustained support changes new faculty's perceptions, beliefs and teaching practices. The authors employed the teacher professional knowledge and skill (TPK&S) framework and characteristics of effective educational development interventions to drive the program development, implementation and assessment.Design/methodology/approachThis study utilized a mixed methods approach. Data sources include pre-/mid-/post-program responses to a validated survey, pre-/post-program course syllabi analyzed using a validated rubric and pre-/post-classroom observations collected using the Classroom Observation Protocol for Undergraduate STEM (COPUS) instrument.FindingsFindings indicate transformative effects for participants' beliefs about their teaching and changes to their instructional practices. Significant and practical effects were observed across different portions of the program for increases in participants' self-efficacy, endorsement of a conceptual change approach toward teaching and perceptions of institutional support. Participants produced more learning-focused syllabi and many moved toward more student-centered instructional approaches in their teaching practices.Research limitations/implicationsDue to the voluntary nature of the new faculty development program, this study may have been limited by participant self-selection bias and differential sample sizes for the study's individual measures. Future research should consider designs which maximize faculty participation in measurement across all data sources.Originality/valueThis study addresses shortcomings in prior studies which utilized limited data sources to measure intervention impact and answers the call for more rigorous research to obtain a more complete picture of instructional development in higher education.

Incorporating sustainability content and pedagogy through faculty development

2016 ◽  
Vol 17 (5) ◽  
pp. 582-600 ◽  
Author(s):  
Carol A. Hurney ◽  
Carole Nash ◽  
Christie-Joy B. Hartman ◽  
Edward J. Brantmeier
Keyword(s):  
Faculty Development ◽  
Design Methodology ◽  
Course Design ◽  
Development Program ◽  
Development Programs ◽  
Faculty Development Program ◽  
Content Type ◽  
Course Redesign ◽  
The Impact ◽  
Integrated Sustainability

Purpose Key elements of a curriculum are presented for a faculty development program that integrated sustainability content with effective course design methodology across a variety of disciplines. The study aims to present self-reported impacts for a small number of faculty participants and their courses. Design/methodology/approach A yearlong faculty development program to introduce content and effective course design for teaching about sustainability was created through a content-driven, backward design approach. Faculty participants from two cohorts were surveyed electronically to evaluate their perceptions of the impact of the program on their courses and professional development either one or two years after completing the program. Findings The theoretical model, curriculum and assignments for the sustainability-enhanced program are presented and discussed. Faculty participant responses to a survey (n = 14) following completion of the program indicated that the process changed pedagogical approaches, created a sense of community and raised awareness of campus resources. Faculty perceived that sustainability content enhanced their course redesign by providing “real-world” relevance, awareness and engagement. More than half of the respondents reported using tools they learned in the program to redesign elements of other courses. Three respondents indicated that integrating sustainability content into their courses had little to no benefit. Research limitations/implications The study did not explore the impact of the program on faculty and student learning. Practical implications The tools presented are practice-ready. Originality/value This study can inform the design and evaluation of other sustainability-related faculty development programs.

scholarly journals Educational Leadership in Teaching Excellence (EnLITE): A Peer-Driven Faculty Development Program

2019 ◽  
Vol 10 (2) ◽  
Author(s):  
Andrea C. Buchholz ◽  
Janet Wolstenholme ◽  
Jeji Varghese ◽  
J. Andrew Robinson ◽  
Jennifer Spencer ◽  
...  
Keyword(s):  
Educational Leadership ◽  
Faculty Development ◽  
Communities Of Practice ◽  
Teaching And Learning ◽  
Development Program ◽  
Future Research ◽  
Faculty Development Program ◽  
Teaching Excellence ◽  
Approach To Teaching ◽  
One Year

Educational Leadership in Teaching Excellence (EnLITE) is an 11-month faculty development program at the University of Guelph, Ontario. Created and led by faculty members and educational developers, EnLITE is designed to engage participants in the principles, practice and theory of teaching and learning in higher education and to promote a learner-centred approach to teaching. Participants critically examine and discuss scholarly topics on teaching and learning and in their own disciplines; collaborate with one or more teaching mentors; engage in peer classroom observation; and participate in other teaching-related activities informed by their individual learning plans. Our objective was to determine the perceived impact of EnLITE on participants’ teaching-related practices and experiences. We collected pre-, post- and one-year post-program quantitative and qualitative survey responses from each of the 2014-2015, 2015-2016 and 2016-2017 EnLITE cohorts (N = 17 participants representing a variety of disciplines; 71% female). There were significant improvements in participants’ perceived teaching practices related to critical self-reflection (13% increase from pre- to one-year post-program), student engagement (+28.2%), collaborative learning (+31%) and learner-centred pedagogy (+22.9%, all p < 0.05). There was little to no change in use of technology, student assessment, leadership, participation in communities of practice, or dissemination of teaching-related scholarship. These results provide empirical evidence of the effectiveness of a peer-driven faculty development program in promoting a learning-centred approach to teaching. Future research should determine whether these changes translate into improved student learning, and whether such programs demonstrate longer term improvements in engagement in teaching-related leadership, communities of practice and dissemination.

Influence of Reduced Seat Time on Satisfaction and Perception of Course Development Goals: A Case Study in Faculty Development

2012 ◽  
Vol 16 (2) ◽  
Author(s):  
Aimee DeNoyelles ◽  
Clara Cobb ◽  
Denise Lowe
Keyword(s):  
Faculty Development ◽  
Online Courses ◽  
Development Program ◽  
Future Research ◽  
Course Development ◽  
Faculty Development Program ◽  
Face To Face ◽  
Development Goals ◽  
Learning Principles ◽  
Seat Time

This paper describes the redesign of a faculty development program at a large public university that transitioned from weekly face-to-face meetings to a version that reduced seat time by half. Focus is on course development activities in which individual faculty began designing and developing their online courses. Survey data was collected and analyzed from two “pre-revision” and two “post-revision” versions of the faculty development program to assess the satisfaction with the course and perceptions about faculty course development progress. Results indicate that faculty expressed a higher overall satisfaction with the “post-revision” program and expressed stronger perceptions about their ability to develop their online courses. This is attributed to three reasons; first, there was a balance of autonomy and support; second, an emphasis on adult learning principles to support content creation; and third, a shift from individual to community. Implications for practice are shared and recommendations for future research are proposed in the conclusion.

scholarly journals Lived Experiences of New Faculty: Nine Stages of Development Toward Learner-Centered Practice

2018 ◽  
Vol 18 (3) ◽  
Author(s):  
Jill O'Shea Lane
Keyword(s):  
Community College ◽  
Faculty Development ◽  
Community College Faculty ◽  
Development Program ◽  
Phenomenological Approach ◽  
College Faculty ◽  
Faculty Development Program ◽  
New Faculty ◽  
Faculty Preparation ◽  
Learner Centered

Community college faculty development programs need to be designed to help faculty move beyond content experience and become learner-centered instructors.  The purpose of this qualitative study with a hermeneutic phenomenological approach was to explore the experiences of new faculty participating in a systematic dialogue about learner-centered instruction in a community college setting.  Specifically, this research project was designed to answer the following question:  How do new faculty experience participation in a semester-long faculty development program focused on learner-centered instruction? Interviews with faculty experiencing a learner-centered training program revealed common themes as well as nine stages of faculty development related to moving toward a learner-centered approach to teaching. Keywords: community college faculty preparation, learner-centered instruction, professional development for faculty, barriers to learner-centered instruction.

47. Evaluation of new implementation strategies, program effectiveness and dissemination of new pedagogical knowledge: Centre for faculty development's stepping stones teaching certificate program

2007 ◽  
Vol 30 (4) ◽  
pp. 53
Author(s):  
D. Richardson ◽  
I. Silver ◽  
A. Dionne
Keyword(s):  
Program Evaluation ◽  
Faculty Development ◽  
Program Effectiveness ◽  
Teaching Practice ◽  
Journal Club ◽  
Development Program ◽  
Faculty Development Program ◽  
Stepping Stones ◽  
Certificate Program ◽  
The Impact

This evaluation of the integrated Stepping Stones (SS) Teaching Certificate program, including its instructional development (workshops) and theory review (journal club) components, will inform further program development. Results of this project will also add to the limited amount of scholarly work in the area of faculty development program evaluation. Faculty development literature in the area of organized program assessment reveals use of either quantitative OR qualitative methods. In this project, a novel method combining both techniques was used to explore program impact. Participants completed 2 questionnaires to identify skill-set knowledge gaps in teaching effectiveness. Pre- and post-program quantitative gaps were generated. Focus groups were used for qualitative exploration. Areas explored pre-program included: a) motives for enrollment, b) program expectations and c) prior teaching preparation. Post-program discussion explored: the impact of the program on a) participant’s perceived gaps, b) teaching behaviour change, and c) its influence on their career in education. We believed the program’s interprofessional environment would foster development of a learning community having impact on faculty knowledge, skills and attitudes related to teaching, and potentially elicit behavioural change in teaching practices. Results from a 2004-2005 cohort of participants have identified a variety of benefits for faculty and their teaching practice. Results from a second separate cohort, 2005-2006 participants, validated the initial findings. Remarkable harmonization in the results of the qualitative analysis between the two cohort samples was evident. Statistically significant differences (p < 0.05) were found in each of the domains examined qualitatively. Both qualitative and quantitatively, program effectiveness was demonstrated immediately following completion of the program. Follow up to assess the sustainability of the effects is ongoing. The analysis of the quantitative discrepancy (gaps) data has lead to a possible technique to assist in identifying unperceived educational needs. McLeod PJ, Steinert Y, Nasmith L, Conochie L. Faculty Development in Canadian medical schools: a 10-year update. CMAJ 1997; 156(10):1419-23. Hewson MG, Copeland HL, Fishleder AJ. What’s the use of faculty development? Program evaluation using retrospective self-assessments and independent performance ratings. Teach Learn Med 2001; 13(3):153-60. Moore EM. A Framework for Outcomes Evaluation in the Continuing Development of Physicians, in: The Continuing Professional Development of Physicians. Eds. Davis D, Barnes BE, Fox R. AMA Press, 2003.

scholarly journals Outcomes of a national faculty development program in teaching skills

2004 ◽  
Vol 19 (12) ◽  
pp. 1220-1227 ◽  
Author(s):  
Thomas K. Houston ◽  
Jeanne M. Clark ◽  
Rachel B. Levine ◽  
Gary S. Ferenchick ◽  
Judith L. Bowen ◽  
...  
Keyword(s):  
Faculty Development ◽  
Development Program ◽  
Teaching Skills ◽  
Faculty Development Program
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