scholarly journals Impacts on Teaching Practices from a Solar Photovoltaic Institute Faculty Professional Development Program

2020 ◽  
Author(s):  
Kenneth Walz ◽  
Joel Shoemaker ◽  
Scott Liddicoat ◽  
Cris Folk
Keyword(s):  
Professional Development ◽  
Teaching Practices ◽  
Development Program ◽  
Professional Development Program ◽  
Solar Photovoltaic ◽  
Faculty Professional Development

scholarly journals Assessing faculty professional development in STEM higher education: Sustainability of outcomes

2016 ◽  
Vol 2 (3) ◽  
pp. e1501422 ◽  
Author(s):  
Terry L. Derting ◽  
Diane Ebert-May ◽  
Timothy P. Henkel ◽  
Jessica Middlemis Maher ◽  
Bryan Arnold ◽  
...  
Keyword(s):  
Professional Development ◽  
Teaching Strategies ◽  
Cognitive Skills ◽  
Teaching Practices ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Faculty Perceptions ◽  
Development Program ◽  
Faculty Professional Development ◽  
Learner Centered

We tested the effectiveness of Faculty Institutes for Reforming Science Teaching IV (FIRST), a professional development program for postdoctoral scholars, by conducting a study of program alumni. Faculty professional development programs are critical components of efforts to improve teaching and learning in the STEM (Science, Technology, Engineering, and Mathematics) disciplines, but reliable evidence of the sustained impacts of these programs is lacking. We used a paired design in which we matched a FIRST alumnus employed in a tenure-track position with a non-FIRST faculty member at the same institution. The members of a pair taught courses that were of similar size and level. To determine whether teaching practices of FIRST participants were more learner-centered than those of non-FIRST faculty, we compared faculty perceptions of their teaching strategies, perceptions of environmental factors that influence teaching, and actual teaching practice. Non-FIRST and FIRST faculty reported similar perceptions of their teaching strategies and teaching environment. FIRST faculty reported using active learning and interactive engagement in lecture sessions more frequently compared with non-FIRST faculty. Ratings from external reviewers also documented that FIRST faculty taught class sessions that were learner-centered, contrasting with the teacher-centered class sessions of most non-FIRST faculty. Despite marked differences in teaching practice, FIRST and non-FIRST participants used assessments that targeted lower-level cognitive skills. Our study demonstrated the effectiveness of the FIRST program and the empirical utility of comparison groups, where groups are well matched and controlled for contextual variables (for example, departments), for evaluating the effectiveness of professional development for subsequent teaching practices.

Multi-Modal Professional Development for Faculty

2012 ◽  
pp. 43-65
Author(s):  
Sheri Anderson ◽  
Beth Oyarzun
Keyword(s):  
Professional Development ◽  
Development Program ◽  
Evaluation Process ◽  
Professional Development Program ◽  
Community Of Learners ◽  
Design Development ◽  
Faculty Professional Development ◽  
Face To Face ◽  
Social Events ◽  
General Training

This chapter describes a multi-modal faculty professional development program designed using the Analyze, Design, Development, Implement, and Evaluation process (ADDIE) and the Community of Learners model. The program includes a general training series, one-on-one trainings, on-demand training, as well as social events. The general training series is offered synchronously via face-to-face and webinar formats simultaneously. This training series is also offered asynchronously via training videos and slides that are published to a website. Additionally, the professional development program encourages faculty to support one another and share their experiences through social events and colloquiums. This multi-modal approach creates an adaptable and flexible environment that allows the professional development program to meet the needs of a diverse group of faculty.

Multi-Modal Professional Development for Faculty

2014 ◽  
pp. 958-980
Author(s):  
Sheri Anderson ◽  
Beth Oyarzun
Keyword(s):  
Professional Development ◽  
Development Program ◽  
Evaluation Process ◽  
Professional Development Program ◽  
Community Of Learners ◽  
Design Development ◽  
Faculty Professional Development ◽  
Face To Face ◽  
Social Events ◽  
General Training

This chapter describes a multi-modal faculty professional development program designed using the Analyze, Design, Development, Implement, and Evaluation process (ADDIE) and the Community of Learners model. The program includes a general training series, one-on-one trainings, on-demand training, as well as social events. The general training series is offered synchronously via face-to-face and webinar formats simultaneously. This training series is also offered asynchronously via training videos and slides that are published to a website. Additionally, the professional development program encourages faculty to support one another and share their experiences through social events and colloquiums. This multi-modal approach creates an adaptable and flexible environment that allows the professional development program to meet the needs of a diverse group of faculty.

Sign in / Sign up

Export Citation Format

Share Document