Influences on Faculty Uptake from a Faculty Learning Community
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ID: 281930
2020
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Abstract
Professional development is a tool that faculty members use to develop
knowledge and skills that help them become better teachers. We investigate what
influences affect the ways in which faculty take up ideas from professional
development programs. By employing the framework of Pedagogical Reasoning and
Action, we investigate how faculty take up ideas from a particular Faculty
Learning Community (the STEM Teaching & Learning Fellowship) and the factors
that influence their instructional and material design choices. We examined
influences affecting faculty in three different cases. From these cases, we
constructed themes, and examined those themes across all cases using a
cross-case analysis. In this multiple case study we find that assessment and
instructional alignment, participation in instructional practices, and the
culture of the department all influence the extent in which faculty bring new
teaching ideas and practices into the classroom. These findings can be
leveraged by developers to design and improve programs, as well as inform
researchers on future avenues of research.
| Reference Key |
laverty2020influences
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|---|---|
| Authors | Lydia G. Bender; James T. Laverty |
| Journal | arXiv |
| Year | 2020 |
| DOI |
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