A National Survey of Faculty Development Evaluation Outcome Measures and Procedures

Abstract

This article presents the results of a national study of 39 higher education institutions that collected information about their evaluation procedures and outcome measures for faculty development for online teaching conducted during 2011-2012. The survey results found that over 90% of institutions used measures of the faculty person’s assessment of satisfaction and usefulness of the training; student GPAs were used by only 30% of the institutions. As for how evaluations were conducted, online evaluations were used by 80% of institutions and focus groups were used by 21% of the institutions.

Using Social Media as a Platform for a Virtual Professional Learning Community

“…While the VPLC is becoming a more acceptable delivery mechanism for faculty professional development (Brooks, 2010;Lewis & Ewing, 2016: McAllister, Oprescu, & Jones, 2014, successful practices for designing these learning environments have received little attention in the research literature (Meyer & Murrell, 2014;Meyer, 2018). While it is clear that interaction and engagement are necessary for successful learning outcomes (Cartner & Hallas, 2017;Sullivan, Neu, & Yang, 2017;Thurlings & den Brok, 2017), it is not clear what design features best support it.…”

Functional and structural impact of the loss of the leucine-rich repeat protein LRIT1 in the mouse retina.

“…The majority of these studies only provided training on the "principles of good practice" (62). While there are great how-to handbooks for faculty development in the traditional classroom, none such comprehensive manuals exist for online teaching (62). Thus, most faculty development supplies principles of best practice with no connections for why these are the established principles of good practice.…”

“…Less than half of the reviewed studies provided underlying theories upon which teaching is implemented. The majority of these studies only provided training on the "principles of good practice" (62). While there are great how-to handbooks for faculty development in the traditional classroom, none such comprehensive manuals exist for online teaching (62).…”

“…A recent systematic review of the faculty development literature in higher education shows faculty development studies (n=39) explicitly incorporate and provide the following information for their training either all of the time or a lot: principles of good practice (92%), research on online learning (62%), and theories of learning (44%) (62). Less than half of the reviewed studies provided underlying theories upon which teaching is implemented.…”

“…Astrocytes also help preserve the delicate ion balance of the retina, which is critical to retinal signal transmission. Microglia are support cells that secrete neurotrophic factors and can be activated into neuron-specific macrophages with neurotrophic or neurotoxic functions (62).…”