Assessing Relationships Between Faculty Beliefs and Instruction Practices in the Classroom

• In Event: General Conference Roundtables
  In Roundtable: Table 51: Teaching, Learning, Assessment Roundtable 3

Abstract

This study examined the relationship between faculty beliefs and actual use of student-centered learning strategies. Data were collected from faculty participants in a professional development program using the Approaches to Teaching Inventory and through the Reformed Teaching Observational Protocol.

Authors

• Lydia Ross, Arizona State University

• Eugene Judson, Arizona State University

• Stephen Krause, Arizona State University

• Casey Ankeny, School of Biological and Health Systems Engineering

• Robert Culbertson, Arizona State University

• Keith Hjelmstad, Arizona State University