Faculty Development and Student Learning

Assessing the Connections

Nonfiction, Reference & Language, Education & Teaching, Higher Education, Administration
Cover of the book Faculty Development and Student Learning by Cathryn A. Manduca, Carol Rutz, Gudrun Willett, William Condon, Ellen R. Iverson, Richard Haswell, Indiana University Press
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Author: Cathryn A. Manduca, Carol Rutz, Gudrun Willett, William Condon, Ellen R. Iverson, Richard Haswell ISBN: 9780253018861
Publisher: Indiana University Press Publication: February 15, 2016
Imprint: Indiana University Press Language: English
Author: Cathryn A. Manduca, Carol Rutz, Gudrun Willett, William Condon, Ellen R. Iverson, Richard Haswell
ISBN: 9780253018861
Publisher: Indiana University Press
Publication: February 15, 2016
Imprint: Indiana University Press
Language: English

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.

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

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.

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