STEM Faculty Motivations to Engage in Teaching Professional Development: Final Phase Findings in a Mixed-Methods Study

• In Event: Elements of Successful Faculty Development

Abstract

In spite of growth in research regarding faculty teaching professional development (TPD), little is known regarding faculty motivation to participate in TPD. The motivations of tenure-track faculty are of special interest to the higher education research community. This paper reports on qualitative interview results from several dozen STEM faculty members concerning their TPD experiences at four prestigious U.S. research universities

Authors

• Stephen E. Schmid, University of Wisconsin

• Jana Bouwma-Gearhart, Oregon State University

• Jennifer Shalini Collins, Oregon State University