Colleges and universities across the US have created special initiatives to promote faculty development, but to date there has been little research to determine whether such programs have an impact on students' learning. Faculty Development and Student Learning reports the results of a multi-year study undertaken by faculty at Carleton College and Washington State University to assess how students’ learning is affected by faculty members’ efforts to become better teachers. Extending recent research in the Scholarship of Teaching and Learning (SoTL) to assessment of faculty development and its effectiveness, the authors show that faculty participation in professional development activities positively affects classroom pedagogy, student learning, and the overall culture of teaching and learning in a college or university..
Arvustused
What ground-breaking work. If only those holding the faculty development purse-strings would read it, digest the implications for student growth and retention, and then resource well-designed FD initiatives to improve student learning.
- Tim Doherty This book is highly recommended and has implications for any library who provides faculty development in the form of workshops or consultation services. It also provides a useful context to engage campus discussions about information literacy. The authors end their study with a useful discussion of strategies that can make professional development more effective.
(Journal of Academic Libraries)
| Foreword: Pathways from Faculty Learning to Student Learning and Beyond |
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vii | |
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1 Connecting Faculty Learning to Student Learning |
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1 | (13) |
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2 Sites of Faculty Learning |
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14 | (14) |
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28 | (17) |
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4 Faculty Learning Applied |
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45 | (27) |
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72 | (20) |
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92 | (22) |
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7 Faculty Development Matters |
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114 | (16) |
| Afterword: Afterward |
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130 | (5) |
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| Acknowledgments |
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135 | (2) |
| Appendix 1 Guide to Rating Critical Thinking |
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137 | (4) |
| Appendix 2 Methodologies in the Study at Carleton |
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141 | (2) |
| Appendix 3 History of the Critical Thinking Rubric |
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143 | (2) |
| Appendix 4 Rating Forms |
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145 | (4) |
| Notes |
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149 | (2) |
| References |
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151 | |
William Condon is Professor of English at Washington State University. He is coauthor of Writing the Information Superhighway and Assessing the Portfolio: Principles for Theory, Practice, and Research.
Ellen R. Iverson is Director of Evaluation at the Science Education Resource Center at Carleton College.
Cathryn A. Manduca is Director of the Science Education Resource Center at Carleton College.
Carol Rutz is Director of the Writing Program at Carleton College.
Gudrun Willett is Project Director for the Tracer Project and an associate at Ethnoscapes Global, LLC.
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