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Perceptions of Success and Impact of...

White, Mark.

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Perceptions of Success and Impact of Interactions on Faculty Development Centers in Higher Education.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Perceptions of Success and Impact of Interactions on Faculty Development Centers in Higher Education./
作者:	White, Mark.
面頁冊數:	213 p.
附註:	Source: Dissertation Abstracts International, Volume: 75-06(E), Section: A.
Contained By:	Dissertation Abstracts International75-06A(E).
標題:	Education, General. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3579711
ISBN:	9781303801167

Perceptions of Success and Impact of Interactions on Faculty Development Centers in Higher Education.
White, Mark.

Perceptions of Success and Impact of Interactions on Faculty Development Centers in Higher Education. - 213 p.

Source: Dissertation Abstracts International, Volume: 75-06(E), Section: A.

Thesis (Ph.D.)--Northcentral University, 2014.

This item must not be sold to any third party vendors.

In efforts to improve the quality of education, higher education institutions are increasingly turning to lead faculty developers (LFDs) of faculty development centers (FDCs) as part of the solution. Historically, LFDs have been responsible for working directly with faculty to improve teaching strategies, course design, and technology integration. As faculty development programs change and become more integrated with multiple entities across an institution, a clear need exists for LFDs to learn how interactions with different personnel within various departments can impact the success of faculty development efforts. In this qualitative, phenomenological study, the lived experiences of 12 LFDs were investigated to gain a better understanding of the role of interactions and perceptions of LFDs on success of faculty development programs. Research participants were LFDs from multiple FDCs around the U.S. with varying levels of experience and differing levels of interactions within their institutions. In-depth, semi-structured questions were asked of LFDs regarding their perceptions of faculty development success, how they interact with college personnel, and their perceptions of the impact of those interactions on faculty development efforts. A phenomenological reduction approach utilizing NVivo 10(TM) data analysis software was used in the collection of data for analysis of20 categories, which were then assembled into themes. Findings from this study revealed seven key themes, including the use of attendance as a measure of FDC success, faculty behavior changes as a possible means of assessment, intrinsic desire of LFDs to help faculty and administrative personnel, content expertise does not necessarily ensure effective teaching skills, faculty are very busy, teaching is not always a priority, and strong persona! relationship produce positive outcomes. Recommendations for future research include investigation into definitions of effectiveness and success, research into FDCs at various evolutional stages, closer examination of relationships between faculty and administrative personnel, and assessment techniques used in the area of faculty development for better evaluation of the value and impact faculty development has in improvement of student learning.

ISBN: 9781303801167Subjects--Topical Terms:

1019158
Education, General.

Perceptions of Success and Impact of Interactions on Faculty Development Centers in Higher Education.
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500 $a Adviser: Ruth Sharf.
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520 $a In efforts to improve the quality of education, higher education institutions are increasingly turning to lead faculty developers (LFDs) of faculty development centers (FDCs) as part of the solution. Historically, LFDs have been responsible for working directly with faculty to improve teaching strategies, course design, and technology integration. As faculty development programs change and become more integrated with multiple entities across an institution, a clear need exists for LFDs to learn how interactions with different personnel within various departments can impact the success of faculty development efforts. In this qualitative, phenomenological study, the lived experiences of 12 LFDs were investigated to gain a better understanding of the role of interactions and perceptions of LFDs on success of faculty development programs. Research participants were LFDs from multiple FDCs around the U.S. with varying levels of experience and differing levels of interactions within their institutions. In-depth, semi-structured questions were asked of LFDs regarding their perceptions of faculty development success, how they interact with college personnel, and their perceptions of the impact of those interactions on faculty development efforts. A phenomenological reduction approach utilizing NVivo 10(TM) data analysis software was used in the collection of data for analysis of20 categories, which were then assembled into themes. Findings from this study revealed seven key themes, including the use of attendance as a measure of FDC success, faculty behavior changes as a possible means of assessment, intrinsic desire of LFDs to help faculty and administrative personnel, content expertise does not necessarily ensure effective teaching skills, faculty are very busy, teaching is not always a priority, and strong persona! relationship produce positive outcomes. Recommendations for future research include investigation into definitions of effectiveness and success, research into FDCs at various evolutional stages, closer examination of relationships between faculty and administrative personnel, and assessment techniques used in the area of faculty development for better evaluation of the value and impact faculty development has in improvement of student learning.
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