“Feel Like More than a Number in the Classroom:” Faculty Perceptions of Professional Development for Student Success

Abstract

Students benefit when faculty develop their teaching practice. This study aimed to identify why faculty seek professional development (PD), barriers to addressing classroom needs, and the benefit of PD in developing an understanding of classroom diversity at an HSI. Data from over 400 participants indicate a desire for classroom and online engagement activities. Faculty also described PD as facilitating the building of a community of peers engaged in student success while better understanding shifting demographics.

When It “Feels Like a Giant Living Room”: Implementing Peer Education at an Urban, Research-1 Hispanic Serving Institution

“…We treat the IDEAS Center as a single case, with multiple participants, all detailing their individual experiences as a part of the collective group (Yin, 2009). This study was not part of the ongoing evaluations conducted as part of the grant (Amaro-Jiménez, et al, 2020). Instead, its focus is on qualitative data collected to answer the following research question: What lessons can be learned from the successes and struggles of PE participating in the IDEAS program?…”