3: Faculty Engagement in Program–Level Outcomes Assessment

Observation and assessment of faculty development learning outcomes.

Prior research has found that participation in course offerings provides a means of professional development and results in changes to faculty beliefs and instructional practices. However, as with most professional development initiatives in education, little is known about the sustainability of these training efforts. The research question that guided this study was the following: Do professio...

Faculty Engagement to Enhance Student Attainment

A Journey Toward Mastery Teaching: STEM Faculty Engagement in a Year-Long Faculty Learning Community

The Faculty Self-Reported Assessment Survey (FRAS): Differentiating Faculty Knowledge and Experience in Assessment

Science, technology, engineering, and mathematics education reform efforts have called for widespread adoption of evidence-based teaching in which faculty members attend to student outcomes through assessment practice. Awareness about the importance of assessment has illuminated the need to understand what faculty members know and how they engage with assessment knowledge and practice. The Facu...

A Study of the Predictive Relationships Between Faculty Engagement, Learner Satisfaction and Outcomes in Multiple Learning Delivery Modes

The confluence of technology convergence, market forces, and student demand for greater access is reshaping higher education institutions. Indeed, the convergence of technological innovations in hardware, software, and telecommunications, combined with the ubiquity of learning management systems, is reconfiguring and strengthening traditional teaching and learning delivery modes (Amirault & Vis...