Faculty Professional Development and Student Learning: What is the Relationship?

Rutz, Carol; Condon, William; Iverson, Ellen; Manduca, Cathryn A.; Willett, Gudrun

doi:10.1080/00091383.2012.672915

Cited by 34 publications

(30 citation statements)

References 3 publications

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“…Faculty peer conversations in this study helped shift attitudes from resistance to openness to EBIPs and authentic assessment practices. Indeed, this finding echoes that of others in higher education who suggest that the opportunity for faculty to reflect collaboratively is supportive of reform efforts (Cochran-Smith & Lytle, 2009;Rutz et al, 2012;Sellheim & Weddle, 2015).…”

Section: Leveraging Faculty-faculty Interactionsmentioning

confidence: 64%

“…Integrating EBIPs into teaching practice is facilitated through action research and faculty reflection (Henderson et al, 2011), as well as combining faculty development and observation with institutional and departmental supports (Rutz et al, 2012;Sellheim & Weddle, 2015). While not STEM-focused, Rutz et al (2012) present some evidence linking faculty development focused on EBIPs and student gains in critical-thinking learning outcomes, a connection that has been elusive.…”

Section: Review Of Literaturementioning

confidence: 99%

“…While not STEM-focused, Rutz et al (2012) present some evidence linking faculty development focused on EBIPs and student gains in critical-thinking learning outcomes, a connection that has been elusive. This literature suggests that connecting teaching to course-based authentic learning assessment provides the best opportunity to build a cycle of continuous course design improvement, enhancing student learning outcomes (Banta & Blaich, 2011;Biggs & Teng, 2011;Fink, 2003;Rutz et al, 2012).…”

Section: Review Of Literaturementioning

confidence: 99%

“…For example, department cultures that are learning-centered (Dubrow, 2004;Gess-Newsome, Southerland, Johnston, & Woodbury, 2003;Rutz, Condon, Iverson, Manduca, & Willett, 2012) and those encouraging innovation and risk are associated with student learning gains (Rutz et al, 2012). Systematic faculty observation can also support a culture of active learning on a campus (Fox & Hackerman, 2003;Galbraith & Merrill, 2012;Gasiewski, Eagan, Garcia, Hurtado, & Chang, 2012).…”

Section: Review Of Literaturementioning

confidence: 99%

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Stirring the Pot: Supporting and Challenging General Education Science, Technology, Engineering, and Mathematics Faculty to Change Teaching and Assessment Practice

Stieha¹,

Shadle²,

Paterson³

2016

The Journal of General Education

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Evidence-based instructional practices (EBIPs) have been associated with positive student outcomes; however, institutions struggle to catalyze widespread adoption of these practices in general education science, technology, engineering, and mathematics (STEM) courses. Further, linking EBIPs with integrated learning assessment is rarely discussed in the literature, even though principles of continuous course design for quality higher education assume the connection of learning outcomes, teaching practices, and assessment. This qualitative action research study documents faculty attempting to utilize EBIPs and authentic assessment when they were provided support and accountability over multiple semesters. We document participants' current practices and encourage shifts in both teaching and assessment practices targeting greater student success in STEM general education courses. Narrative data drawn from interviews and written reflection describe the impact of structured faculty observation and cross-disciplinary conversation on participants' pedagogical and assessment choices. The faculty participants' voices vividly illustrate our findings: incentives, reflection, mentorship, and collaboration over multiple semesters support changing pedagogical practices and integrating outcomes assessment. While STEM-based, the study findings are applicable across the general education curriculum.

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Section: Leveraging Faculty-faculty Interactionsmentioning

confidence: 64%

Section: Review Of Literaturementioning

confidence: 99%

Section: Review Of Literaturementioning

confidence: 99%

Section: Review Of Literaturementioning

confidence: 99%

See 2 more Smart Citations

Stirring the Pot: Supporting and Challenging General Education Science, Technology, Engineering, and Mathematics Faculty to Change Teaching and Assessment Practice

Stieha¹,

Shadle²,

Paterson³

2016

The Journal of General Education

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“…Investigating the needs of adjuncts (who often serve atrisk student populations) may lead not only to a better experience for instructors but for the students they serve, and the academic community at large. Training and development programs have been shown to increase engagement and lead to more effective teaching methods (Lancaster, Stein, Garrelts MacLean, Van Amburgh, & Persky, 2014;Rutz, Condon, Iverson, Manduca, & Willett, 2012) but the programs must take into account specific adjunct needs in order to make an impact. To accomplish this, more in-depth research into the adjunct experience is needed.…”

Section: Levels Of Impactmentioning

confidence: 99%

When those who can, teach: understanding the engagement of adjunct practitioners - a case study

Williams-Munger¹

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Adjunct faculty members have become the dominant faculty demographic in American higher education, as the majority of all new faculty appointments are now part-time. Despite this, there remains a lack of comprehensive data regarding the adjunct experience, particularly in regards to specific subgroups of adjunct faculty. While some adjuncts function as replacements for fulltime faculty, adjunct practitioners have a unique value-add in that they bring professional knowledge and field experience into the classroom. For this reason, they play an integral role in practice-based programs. In order to become successful instructors, they must be supported by the administration and integrated into the academic community; however, much about the experience of this group is unknown. Therefore the purpose of this qualitative case study was to gain insight into the experience of adjunct practitioners. Using Kahn's (1990) theory of employee engagement, this study sought to answer the following research question: How do adjunct practitioners experience engagement at a mid-sized private university on the West Coast?Data gathered from interviews and a document review produced four key findings: first, participants feel teaching is personally meaningful, though they lack a sense of community with other faculty and the institution as a whole. Second, participants do not feel entirely secure in their roles and are concerned about their future security with the institution. And third, participants believe they possess the necessary basic resources to perform their role, but would appreciate more accessible development opportunities. Implications for practice and recommendations for future research are also discussed.

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Planting Seeds for a Campus-Wide Conversation on Teaching and Learning in Oman: The Faculty Fellows Program at the Center for Excellence in Teaching and Learning, Sultan Qaboos University

Barwani

Neisler

2022

The Palgrave Handbook of Academic Professional Development Centers

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Faculty Professional Development and Student Learning: What is the Relationship?

Cited by 34 publications

References 3 publications

Stirring the Pot: Supporting and Challenging General Education Science, Technology, Engineering, and Mathematics Faculty to Change Teaching and Assessment Practice

Stirring the Pot: Supporting and Challenging General Education Science, Technology, Engineering, and Mathematics Faculty to Change Teaching and Assessment Practice

When those who can, teach: understanding the engagement of adjunct practitioners - a case study

Planting Seeds for a Campus-Wide Conversation on Teaching and Learning in Oman: The Faculty Fellows Program at the Center for Excellence in Teaching and Learning, Sultan Qaboos University

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