Support Validating Teaching Practices for Instructors Who Work With At-Promise Students

• In Event: Faculty Teaching, Evaluation, and Development With Equity in Mind

Abstract

This qualitative case study utilizes ecological validation as a theoretical framework to consider how meso-level actions by faculty coordinators impact instructors’ classroom practices. We found that a structural element of faculty support—faculty coordinators—can help shift the way instructors think about at-promise students, allowing them to adopt improved instructional practices that better support their success.

Authors

• Jonathan S. Toccoli, University of the Pacific

• Ronald Hallett, University of La Verne