Faculty Development and Student Learning
Assessing the Connections
1st Edition
Published on 15. February 2016
172 pages
978-0-253-01886-1 (ISBN)
Description
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.
Reviews / Votes
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)
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More details
Series
Language
English
Place of publication
Bloomington, IN
United States
Target group
Professional and scholarly
Product notice
Reflowable
Illustrations
4 b&w illus., 16 tables - 20 Tables, black and white - 10 Illustrations, black and white
ISBN-13
978-0-253-01886-1 (9780253018861)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
Additional editions
William Condon | Ellen R. Iverson | Cathryn A. Manduca
Faculty Development and Student Learning
Assessing the Connections
Book
02/2016
Indiana University Press
€48.50
Shipment within 10-20 days
Persons
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.
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.
Content
Foreword: Pathways from Faculty Learning to Student Learning and Beyond, by Mary Taylor Huber
1. Connecting Faculty Learning to Student Learning
2. Sites of Faculty Learning
3. Seeking the Evidence
4. Faculty Learning Applied
5. Spreading the Benefits
6. Reaching Students
7. Faculty Development Matters
Afterword, by Richard Haswell
Appendix 1: Critical and Integrative Thinking Forms, Washington State University, 2009
Appendix 2: Methodologies in the Study
Appendix 3: History of the Critical Thinking Rubric
Appendix 4: Rating Forms
References
Acknowledgments
Notes
1. Connecting Faculty Learning to Student Learning
2. Sites of Faculty Learning
3. Seeking the Evidence
4. Faculty Learning Applied
5. Spreading the Benefits
6. Reaching Students
7. Faculty Development Matters
Afterword, by Richard Haswell
Appendix 1: Critical and Integrative Thinking Forms, Washington State University, 2009
Appendix 2: Methodologies in the Study
Appendix 3: History of the Critical Thinking Rubric
Appendix 4: Rating Forms
References
Acknowledgments
Notes
