Faculty Professional Development Through Teaching Development Groups: Principles in Action

• In Event: Supporting Faculty Across Career Span and Discipline

Abstract

Facilitating a teaching change from teacher-centered, lecture-based teaching to student-centered, interactive engagement on a university level remains a substantial challenge for faculty development. This study aimed to address this challenge by creating groups of faculty across university departments who would encourage each other to improve their teaching and support such changes. The groups’ design was grounded in six principles that were formulated based on the previous work we did in this direction. In this study we examined how these principles are represented in the groups that have been functioning for one academic year. Data collection included meeting notes, reflection forms and interviews with faculty.

Authors

• Margret A. Hjalmarson, National Science Foundation

• Jill K. Nelson, George Mason University

• Daria Gerasimova, George Mason University

• Lori C. Bland, George Mason University

• Anastasia P. Samaras, George Mason University