Faculty Development and Student Learning : Assessing the Connections

William Condon

ISBN 10: 0253018781 / ISBN 13: 9780253018786

Published by Indiana University Press Feb 2016, 2016

About this Item

Neuware - 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.

Seller Inventory # 9780253018786

Bibliographic Details

• Title: Faculty Development and Student Learning : Assessing the Connections
• Publisher: Indiana University Press Feb 2016
• Publication Date: 2016
• Language: English
• ISBN 10: 0253018781
• ISBN 13: 9780253018786
• Binding: Buch
• Condition: Neu
• Dimensions: 229W x 152H x 14D millimeters 229 millimeters width by 152 millimeters height by 14 millimeters depth
• Weight: 426 grams

About this title

Synopsis

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.

About the Author

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.