Exploring the Process of Postsecondary Teaching Practice Transformation: Implications for Faculty Professional Development

• In Event: Poster Session 1
  In Poster Session: Faculty, Teaching, and Professional Development

Abstract

In recent years, there have been shifts in student populations, pedagogy, and discipline-specific knowledge These changes along with student success have motivated faculty members to make changes in their teaching practices. However, few studies have examined the process and the factors that activate this teaching transformation among individual professors.The purpose of this study was to describe the process and triggers of teaching practice change of higher education teachers. Data was collected and analyzed through two sources: semi-structured interviews and demographic and background information surveys. Participants were full time faculty members at a research extensive institution who were currently teaching, tenured or tenure-track, and had multiple roles of teaching, research, and academic service.

Author

• Julie Ann Sanchez, University of New Mexico