Chapter 09: Professional Development of Faculty: How Do We Know It Is Effective?
Mark A. McDaniel, Regina F. Frey, Susan M. Fitzpatrick, & Henry L. Roediger III
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Ongoing Professional Development (PD) of faculty is necessary to increasing faculty knowledge and developing materials and techniques that help engage students and foster learning. While workshops are a popular format of PD, little is known about the efficacy of workshops due to the reliance on self-report data alone. Development programs should employ mixed approaches that include both objective and self-reported data from faculty and students, direct observation of faculty teaching by external experts, analysis of course material, as well as surveys of student and faculty beliefs and approaches to teaching and learning. The Faculty Institutes for Reforming Science Teaching (FIRST II) and the National Academies Summer Institutes (SI) are examples of PD evaluation discussed in detail.
978-1-941823-00-2 (MOBI), 978-1-941823-01-9 (ePub), 978-1-941823-02-6 (PDF)
Washington University Libraries
Cognitive Neuroscience | Cognitive Psychology | Educational Psychology | Engineering Education | Higher Education | Higher Education and Teaching | Science and Mathematics Education | Teacher Education and Professional Development
Ebert-May, D., Derting, T. Derting, & Hodder, J. (2014). Professional development of faculty: How do we know it is effective? In M. McDaniel, R. Frey, S. Fitzpatrick, & H.L. Roediger (Eds), Integrating cognitive science with innovative teaching in STEM disciplines [E-reader version] (pp. xxx-xxx). doi: http://dx.doi.org/10.7936/K7G44N61