Impacts of Workshops for Instructional Improvement: The Results of an Evaluation of a Component of a Faculty Development Program. AIR Forum Paper 1978.

Autor/in	Braxton, John M.
Institution	Wittenberg Univ., Springfield, OH.
Titel	Impacts of Workshops for Instructional Improvement: The Results of an Evaluation of a Component of a Faculty Development Program. AIR Forum Paper 1978.
Quelle	(1978), (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	College Faculty; Faculty Development; Higher Education; Institutional Research; Instructional Improvement; Instructional Innovation; Private Colleges; Program Evaluation; Research Projects; Small Colleges; Statistical Data; Surveys; Teacher Attitudes; Teacher Workshops; Teaching Methods + Suchen Sie Ihr Suchwort? Fakultät; Hochschulbildung; Hochschulsystem; Hochschulwesen; Institutionelle Forschung; Unterrichtsqualität; Educational Innovation; Bildungsinnovation; Privathochschule; Programme evaluation; Programmevaluation; Forschungsvorhaben; College; Colleges; Oberschule; Survey; Umfrage; Befragung; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Reported are the impacts of a series of workshops for instructional improvement conducted by the Faculty Development Organization of Wittenberg University, a private, undergraduate institution of 2300 students. The impacts delineated are the results of an evaluation of these workshops. The impacts examined were extracted from the expected outcomes of various instructional improvement programs delineated by Gaff. The impacts selected for analysis were (1) the development and use of new techniques or methods of instruction and (2) the development of favorable attitudes toward teaching and learning by faculty. A survey instrument, which operationalized these two impacts, was administered to the population of 65 faculty who had participated in one or more of the workshops for instructional improvement. A total of 44 completed forms were received for a response rate of 68 percent. The results tend to indicate that the workshops did have some impact upon the faculty participants. Most faculty did become involved in the process of developing new methods or techniques of instruction. More favorable attitudes toward teaching and learning were also developed. (Author)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC