Education Commons^™

Exploring The Experiences Of Faculty Learning To Teach Online: A Case Study, Peyton P. Burgess Jr

Theses and Dissertations

Through an examination of literature, interviews and focus groups with participants of a faculty development program on online teaching and learning at a large Public Mid-Atlantic Urban University (PMUU), this research aimed to uncover the elements of a faculty development course or other impacts that contributed to the success or hindrance of faculty in their online course delivery. This qualitative study aimed to foster collaborative relationships with participants and resulted in data that might inform the development of faculty and their online courses in similarly situated contexts.

Starting The Journey To Excellence With A College Faculty Onboarding Program, Robin Cooper, Judith Slapak-Barski

HCAS Instructional Design and Pedagogy

The journey to engaged, excellent teaching requires support and preparation for those doing the teaching. In this session, we describe a college Faculty Onboarding Program we developed in 2023 to introduce our new Halmos faculty to NSU (Nova Southeastern University) and to Halmos, and to provide them with the resources and information needed to succeed in their new role—driven by the belief that effective onboarding will lead to higher job satisfaction, better job performance, greater organizational commitment, and reduction in stress. Informed by feedback from recently hired faculty, we identified support strategies to help new faculty thrive by proactively removing …

Steps On Establishing A Faculty Development Curriculum For Health Science Educators In A New Medical School, Beatriz Tapia, Karina Madrigal, Robert Nelson

Research Colloquium

Purpose: New Medical Schools need health science educators, to teach throughout the medical education continuum from basic science to clinical years. The need to establish a defined faculty development curriculum for health science educators will aid in standardizing best teaching practices and build a potential master teacher to move the curriculum toward active learning and innovation. The UTRGV SoM is a distributed campus, to achieve increase outreach we will offer synchronous and asynchronous online faculty development during the pandemic. This poster will share our progress to date.

Methods: A pilot, faculty development program, was established from faculty needs assessment data, …

Designing For Impact: The Center For Teaching And Learning As A Cultivator Of A Faculty Learner-Leader Praxis, Monica Stitt-Bergh, Debra Fowler, Jonan Phillip Donaldson, Ra'sheedah Richardson, Truth Hunter, Clinton A. Patterson

To Improve the Academy: A Journal of Educational Development

Centers for teaching and learning (CTLs) address external and internal factors that influence teaching and learning. To accomplish this, often without additional resources, CTLs need an efficient and effective solution. By combining evidence-based practices in faculty development and a distillation of effective practices at three different institutions, the authors developed a sustainable, generative, learner-leader model for CTLs and others in faculty development to employ. The model emerged from an analysis of the authors’ collective and independent professional experiences, is grounded in a community of practice framework, and innovatively addresses the need for faculty leadership development. The authors describe the components …

Supporting Nontenure Faculty In Documenting Teaching Effectiveness In A Faculty Learning Community, Becky Tugman

All Dissertations

This case study project explored the benefits of peer-supported review of teaching (P-SR) as part of a faculty learning community (FLC) to help increase nontenured track faculty's confidence in submission materials for annual evaluations and faculty promotion. The high-stakes evaluation guidelines can be vague, and nontenured faculty may have limited submission support. The FLC format was used to increase submission confidence and understanding of effective teaching evidence by offering a space for collaboration and problem-solving in a collective and meaningful way. The literature supporting professional development using the FLC framework model has grown since Milton Cox introduced it in 2004. …

On Becoming Online Educators: Developing Hybrid Learning-Centered Pedagogy, Rachel Toncelli Edd, Leila Rosa Phd

Journal on Empowering Teaching Excellence

Access the online Pressbooks version of this article here.

Recent global events pushed in-person learning to online formats. As K-12 teachers struggled with shifting from in-person to online teaching while adapting and adjusting instruction, and higher education prepared to do the same, two faculty members in a TESOL teacher preparation program joined forces to question assumptions about online teaching, reflect on praxis, and revisit pedagogy and practices through a critical autoethnographic study. Building from adult constructivist learning theory and collegial inquiry, the researchers utilized the pandemic as a stage for innovation and an opportunity to study their own ability, as …

Full Issue: Journal On Empowering Teaching Excellence, Volume 7, Issue 1, Spring 2023

Journal on Empowering Teaching Excellence

The full-length Spring 2023 issue (Volume 7, Issue 1) of the Journal on Empowering Teaching Excellence

Access the online Pressbooks version (with downloadable EPUB format) here.

The Spring 2023 issue presents research and guidance on topics related to student self-reflection, participatory learning, and returning to the in-person learning following the COVID-19 pandemic. The first article takes a critical approach to understanding pedagogy with adult learners by involving students in the creation of course syllabi as a way to challenge ideologies related the roles of instructor and students. The second article blends research and narrative to explore how the experiences of …

An Exploration Of Black Women Faculty Members' Faculty Development And Career Advancement Experiences Within A Pwi, Monica N. Guient

LSU Doctoral Dissertations

At a large, research-intensive, predominantly White university, in this qualitative case study, Black women faculty members’ experiences with and perceptions of institutionally sponsored faculty development activities in relation to career advancement was explored. The career advancement of faculty members from underrepresented and minoritized populations—particularly Black women—is ultimately impacted by the racialized and gendered disparities among tenure-track and tenured professors in research, service, and teaching. Unique to this study is the exploration of how Black women faculty members experience the human resource development practice of faculty development while also gathering information from the institutional leaders who oversee and guide institutionally sponsored …

In Search Of Belonging Online: Achieving Equity Through Transformative Professional Development, Michelle Pacansky-Brock, Michael Smedshammer, Kimberly Vincent-Layton

Journal of Educational Research and Practice

Abstract

Online classes hold the potential to expand college access to Black, Latino/a/x, Indigenous, and other students of color who must be supported to diversify the STEM workforce. Research shows that fostering belonging is key to the academic success of students from minoritized groups. However, online classes often lack interpersonal interactions and are often left out of research about the positive impacts of belonging. This paper summarizes an equity-focused STEM grant project that produced an openly-shared online professional development program, the Humanizing Online STEM Academy. Through the Academy, STEM faculty are introduced to a model of humanized online teaching that …

A Framework For Creating And Using Teaching Philosophy Statements To Guide Reflective And Inclusive Instruction, Steven D. Taff

Journal of Occupational Therapy Education

A teaching philosophy statement (TPS) is a brief, deeply personal narrative that gives insight into an educator’s perspective on the teaching enterprise. A TPS is typically comprised of a reflection on the educator’s values and beliefs, a description of what happens during the learning process, and statements about how teachers and learners ideally interact. Use of a TPS clarifies the bridge between theory/philosophy and practice which strengthens education as an interactive phenomenon and in so doing evokes an ethical purpose for the teaching-learning dynamic. This article describes the theoretical underpinnings of, and process for, an innovative framework occupational therapy educators …

Guide To Relationship-Rich Education In Teaching & Learning: Introduction To The 2022 Pedagogicon Proceedings, Russell Carpenter, Kevin Dvorak

Pedagogicon Conference Proceedings

The Guide to Relationship-Rich Education is a compilation of teaching strategies that promote relationship-rich education strategies (Felten & Lambert, 2020) across higher education contexts. In this guide, teacher-scholars present relationship-rich strategies and corresponding analyses across teaching and learning environments.

Needs Assessment For Faculty Development In Health Professions Education At A Medical University In Karachi, Pakistan, Tabassum Zehra, Sana Saeed, Rahila Ali, Amber Sultan, Areeba Hussain

Department for Educational Development

Faculty Development (FD) embraces all educational activities used by teachers to improve their knowledge and skills for enhancing their academic competencies. This study aimed to identify the areas in Health Professions Education (HPE) in which formal faculty development is required. A needs assessment survey was conducted from among the faculty members at the Aga Khan University (AKU), Karachi, Pakistan, and the French Medical Institute for Mother and Children, Afghanistan. Data was analysed using SPSS 20.0 and reported frequencies and percentages according to various academic tracks. Competency-based curricula (51%), providing effective feedback (51%), developing Objective Structured Clinical Exam (51%), and clinical …

Examining Math Instructors’ Knowledge, Beliefs, And Attitudes Of Student Learning Strategies In A Faculty Development Workshop, Roxanne Brinkerhoff, Becky Connelly, Sam Gedeborg

Journal on Empowering Teaching Excellence

Access the online Pressbooks version of this article here.

A faculty development workshop, focused on incorporating universal learning strategies into developmental mathematics courses, was created and utilized in a developmental mathematics department at an open-enrollment, mid-western university to ascertain the best methods for dissemination of essential learning strategies to developmental math students. Successful faculty development programs were studied and utilized in the design of the workshop. The attributes of the workshop were discussed. Faculty were surveyed and qualitative data was analyzed to determine the workshop’s efficacy. The research aimed to understand if participation in the workshop changed faculty knowledge, beliefs, …

Student Stories Of Online Learning, Carrie Lewis Miller, Michael Manderfeld

Journal on Empowering Teaching Excellence

Access the online Pressbooks version of this article here.

Instructional designers at a Midwest university piloted a survey based on the Quality Matters general standards asking students about their online course experience prior to the COVID-19 pandemic. Students were asked to indicate whether they experienced a specific course design element and whether they considered that element to be important to their learning experience. Follow-up interviews with some participants were also held. Data from the survey indicated students perceive their online course experience to be good based on course design elements they encountered. Implications for providing additional faculty development programming based …

Full Issue: Journal On Empowering Teaching Excellence, Volume 6, Issue 2, Fall 2022

Journal on Empowering Teaching Excellence

The full-length Fall 2022 issue (Volume 6, Issue 2) of the Journal on Empowering Teaching Excellence

Access the online Pressbooks version (with downloadable EPUB format) here.

The Fall 2022 issue presents research and guidance on topics related to reflective practice and learning. The first article examines the impact of the SOAP Notes tool on teaching, learning, and instructor reflection. The second article provides guidance for faculty on how to collect, explain, and showcase their efforts in a teaching portfolio. Article three shares the findings of a student survey to identify students' experience with the design elements found in the Quality …

Transforming Departmental Culture: Empowering A Department Through Appreciative Inquiry, Symphony D. Oxendine, Kerry K. Robinson, Michele A. Parker

To Improve the Academy: A Journal of Educational Development

This article outlines an appreciative inquiry (AI) into a departmental professional development process and describes the resulting implementation of an appreciative peer evaluation meeting as one part of the new professional development process. Using AI, a departmental faculty development committee sought to re-envision the professional development process. Also, the authors discuss how using AI can result in positive impacts for culture change and how the model for peer evaluation can promote both individual and collective development of faculty.

Centering Black Women Faculty: Magnifying Powerful Voices, Christen Priddie, Dajanae Palmer, Samantha Silberstein, Allison Brckalorenz

To Improve the Academy: A Journal of Educational Development

While much of the quantitative research on Black women faculty has taken a comparative approach to understanding their experiences, this study provides a counternarrative, centering their experiences as faculty. This large-scale, multi-institution glance at Black women faculty helps to give us an overview of these women across the country, looking at who they are, where they are, how they spend their time, and what they value in undergraduate education. This study allows us to strengthen various arguments made in qualitative studies of Black women faculty and amplify their perspectives and experiences. Furthermore, it reaffirms and reinvigorates the need for educational …

Reimagining Information Literacy Instruction Through Faculty Development, Erin Mccoy

Critical and Creative Thinking Capstones Collection

This paper explores a unique approach to information literacy instruction by designing a curriculum map that provides consistent opportunities for faculty to engage with ideas surrounding critical thinking, metacognition, scaffolding instruction, and implementing information literacy teaching tools within their classroom. This map outlines a comprehensive approach to faculty development that addresses the dissatisfaction in information literacy instruction among academic librarians, particularly with the one-shot model and the lack of assessment opportunities of students’ information literacy skills. Using action research, the author explores the reason for this dissatisfaction and how it be addressed. Through interviews with other campus departments like online …

Building Resilience In Ctls: Reflections On Practice, Lisa J. Hatfield, Julie Maxson, Jennifer Marshall Shinaberger, Hanna E. Norton, Cynthia (Cia) H. Demartino, Annette Finley-Crosswhite, Gigi Gokcek

To Improve the Academy: A Journal of Educational Development

What are the qualities of the “now” that make teaching and learning an urgent, if not a moral, imperative? A group of faculty, administrators, and educational developers respond to this question with individual narratives bound together by a common theme of reflective practice in times of crises to help faculty become more resilient in preparing for ongoing upheavals and unexpected crises while pursuing more inclusive communities. Our personal narratives reflect on the subjects of flexibility in the face of crises, technology and ethics, study abroad exposure to ethical challenges, students’ growing anxiety and mental health, modeling metacognition with peers and …

A State University’S Assessment Of Acue: Feasible Model For Evaluating The Impact Of A Faculty Instruction Quality Program, Jeffrey Budziak, Daniel Super, Thomas Gross, Douglas Mcelroy

Teacher-Scholar: The Journal of the State Comprehensive University

State comprehensive universities often stress the development of teaching quality to improve the outcomes and retention of students, especially for recently matriculated students. These universities invest in teaching quality programs, but often lack a feasible method to examine the longitudinal impacts of these programs. The purpose of this paper is to provide a model for universities to evaluate outcomes related teaching quality programs. ACUE, a teaching quality program, was implemented across 30 instructors, which equated to 463 course sections. ACUE instructors were matched to non-ACUE instructors using propensity score matching (PSM) and compared on the rate of end-of-the-semester students with …

Problematizing The Use Of The Cultural Autobiography In Pre-Service Multicultural Education Courses, Aaron C. Bruewer, Gilbert Park, Jayne Beilke

Taboo: The Journal of Culture and Education

This paper explores the qualitative methodology of narrative life history as an instructional tool for pre-service teachers at a midwestern regional public university. Specifically, the authors problematize the use of the cultural autobiography assignment for undergraduate teacher candidates enrolled in required multicultural education courses in order to evolve its use. While life history has the potential to promote critical reflections on one’s own position in a complex interplay of power relations, it can also reify pre-existing prejudicial attitudes as currently used. The paper includes composite quotes from the papers of 85 undergraduate students to support authors investigation, as they suggest …

Beyond Authorization: Toward Abolitionist Transliteracies Ecologies And An Anti-Racist Translingual Pedagogy, Lindsey Albracht

Dissertations, Theses, and Capstone Projects

This project explores the recent paradigm shift within Writing Studies toward a translingual pedagogical approach, situating many of the critiques of this approach as limitations produced by dominant liberal models of Writing Studies pedagogy.

Taking up Vershawn Ashanti Young and Frankie Condon’s call to move toward a more anti-racist translingual approach, I argue for why dominant anti-racist Writing Studies pedagogies, which commonly revolve around reforming individual behaviors, attitudes, dispositions, or practices, will inadequately address institutionally-produced structures of racialized linguistic marginalization.

Drawing inspiration from a variety of Lefist abolitionist movements—particularly the movement toward Prison Industrial Complex (PIC) abolition, the movement toward …

Faculty Views Of Online Competency-Based Education, Self-Efficacy, And Institutional Support: An Exploratory Mixed Methods Study, Christopher Russell Prokes

Boise State University Theses and Dissertations

Competency-based education (CBE) is essentially an online approach to teaching and learning featuring flexible pacing, robust competencies, and an emphasis on student completion. CBE’s differs from traditional education that focuses on seat time, credit hours, and academic objectives. Though CBE has existed on college campuses in many forms, faculty are often inexperienced in teaching CBE. Facing growing demands for CBE (notably from non-traditional students), institutions must find ways to prepare faculty to take part in CBE. This mixed methods study explored faculty views of CBE, their self-efficacy, and beliefs about support mechanisms needed for those teaching and delivering CBE. Findings …

What Happens When You Close The Door On Remote Proctoring? Moving Toward Authentic Assessments With A People-Centered Approach, Sarah Silverman, Autumn Caines, Christopher Casey, Belen Garcia De Hurtado, Jessica Riviere, Alfonso Sintjago, Carla Vecchiola

To Improve the Academy: A Journal of Educational Development

The COVID-19 pandemic made traditionally proctored in-person exams impossible. This article provides a summary of the arguments against institutional adoption of remote proctoring services with a focus on equity, an account of the decision to avoid remote proctoring on the University of Michigan–Dearborn campus, and conclusions and suggestions for other teaching and learning professionals who would like to take a similar approach. Remote proctoring services require access to technology that not all students are guaranteed to have, can constitute an invasion of privacy for students, and can discriminate against students of color and disabled students. Administrators and teaching and learning …

The Value Of Instructor Interactivity In The Online Classroom, Greg Lucas, Gary Cao, Shaunna Waltemeyer, B. Jean Mandernach, Helen G. Hammond

Journal on Empowering Teaching Excellence

As the number of faculty teaching online continues to grow, so has the interest in and understanding of the role of instructor interaction in the online classroom. Online education provides a unique platform in which course design and teaching are independent factors. Understanding faculty and student perceptions about the shifting role of instructor interaction in the online classroom can provide insight on policies and procedures that can support student learning through student-instructor interaction. Participants included faculty and students responding to an anonymous online survey who indicated “online” as their primary mode of teaching. Three key “value” themes emerged as significantly …

Full Issue: Journal On Empowering Teaching Excellence, Volume 5, Issue 1, Spring 2021

Journal on Empowering Teaching Excellence

The full Spring 2021 issue (Volume 5, Issue 1) of the Journal on Empowering Teaching Excellence

Pandemic Pivot: A Faculty Development Program For Enhanced Remote Teaching, Heather J. Leslie Dba, Alejandra Lizardo Ma, Ashley Kovacs Ma

Learning Design Center: Staff Scholarship

The novel coronavirus COVID-19 has impacted the higher education sector all over the world and has been most disruptive to residential academic institutions that offer mostly, if not wholly, in-person instruction. Of the 1.5 million college faculty members in the United States, about 70% had never taught a virtual course prior to COVID-19 (Hechinger & Lorin, 2020). During spring 2020, colleges had to pivot to remote instruction without much notice for faculty or students to prepare. Some referred to this as “emergency remote teaching” as it did not allow adequate time to thoughtfully plan out a course for a remote …

First-Year Teacher Training Programs: Examining The Structure Of Support, Avery Lussier

MA TESOL Collection

With the teacher turnover rate at an alarmingly high incline in the United States, this project seeks to reveal the lack of support that first-year teachers experience during their first year of teaching in the United States. First, this paper examines the history of teacher training in the United States and how the historical context has shaped teacher training today. By investigating current first-year teacher training programs, it is evident that programs designed to support first-year teachers throughout their first year of teaching are less numerous than programs that prepare teachers prior to their first year of teaching. Additionally, this …

Implementation Plans For Course Redesigns: An Exploration Of Identified Strategies, Rebecca Campbell, Benjamin Blankenship

To Improve the Academy: A Journal of Educational Development

Institutions are redesigning gateway courses—lower-division courses known to create student success bottlenecks—to influence persistence and completion goals. These initiatives, student success course redesigns (SSCR), are specialized versions of course design institutes (CDIs). This investigation into SSCRs uses content analysis to examine the implementation plans created during a SSCR. Results demonstrated that the majority of the strategies planned focused on the Learning key performance indicator (KPI), and the minority of the planned-for strategies focused on the Monitoring Student Performance KPI. A more granular analysis of the Learning strategies revealed five themes: Content, Assessment, Pedagogy, Syllabus, and Student Success. Additional results indicated …

Motivation To “Keep Pushin’”: Insights Into Faculty Development Facilitating Inclusive Pedagogy, Kelly Erby, Melanie Burdick, Sandra Winn Tutwiler, Dan Petersen

To Improve the Academy: A Journal of Educational Development

This study focuses on the lived experiences of nine university faculty who were attempting to implement inclusive teaching practices following university-sponsored faculty development. While the participants were each successful in their respective implementations, they all expressed anxiety at the beginning of the semester as well as at the end when they reflected upon the changes they made. This occurred despite deeply held motivations to change their teaching and make a difference for their students. The participants encountered barriers that centered on feelings related to self-confidence, student perception, and peer approval. Findings include descriptions of these anxieties and the supports that …