Examining STEM Faculty Participation in Professional Development: Implications for Instructional Change at Research Universities

• In Event: 18.031 - Faculty in STEM: Exploring Pedagogy and Service

Abstract

Using a quantitative approach we sought to examine STEM faculty motivations to engage in teaching-focused professional development (TPD) as well as perceived affordances and constraints for participation in TPD. Our results indicated that faculty participated in TPD for autonomous reasons (e.g., interest and enjoyment) as well as controlled reasons (e.g., rewards and ego). However, controlled reasons for participation significantly decreased over time with subsequent participation in TPD. A strong positive relation was found between faculty members’ perceived competence for teaching and autonomous reasons for participating in TPD. Three major and interrelated constraints that impede faculty participation in TPD are lack of time, professional identity shaped primarily by their research endeavors, and lack of financial benefits associated with teaching improvements.

Authors

• Jennifer Shalini Collins, Oregon State University

• Jana Bouwma-Gearhart, Oregon State University