AERA - 2010: Examining faculty motivation for professional development
by Patrick Lowenthal, education at Boise State University on May 03, 2010
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In response to demands for public accountability and improvement of teaching and learning in higher education, institutions are recognizing the need to strengthen their faculty development programs. ...
In response to demands for public accountability and improvement of teaching and learning in higher education, institutions are recognizing the need to strengthen their faculty development programs. Central to strengthening faculty development programs is increasing overall faculty (both full and part-time) participation in these programs. This mixed-method study examined 524 full and part-time faculty at four different institutions to determine differences in their motivations to seek development, obstacles to attending, as well as preferred formats. Results indicate that full-time faculty seek more development than part-time faculty across institutions. At some institutions, the preferred format of faculty development contributed to differences among the types of faculty. Despite the focus of faculty developers to offers short workshops and increasingly put more faculty development online, in this study full time faculty tended not to value short workshops or online activities and instead preferred such things as learning by books and videos or even attending retreats. The results of this study suggest that faculty developers should begin thinking differently about the types and the frequency of the faculty development services they offer.
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