Assessing a Faculty Development Program for the Adoption of Brain-Based Learning Strategies

Autor/inn/en	Lavis, Catherine C.; Williams, Kimberly A.; Fallin, Jana; Barnes, Pamela K.; Fishback, Sarah J.; Thien, Stephen
Titel	Assessing a Faculty Development Program for the Adoption of Brain-Based Learning Strategies
Quelle	In: Journal of Faculty Development, 30 (2016) 1, S.57-69 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2153-1900
Schlagwörter	Brain; Learning Strategies; Faculty Development; College Faculty; Qualitative Research; Program Descriptions; Teaching Methods; Workshops; Books; Content Analysis; Authors; Teacher Surveys; Teacher Attitudes; Program Evaluation; Program Improvement; Statistical Analysis; Neurosciences; Kansas + Suchen Sie Ihr Suchwort? Gehirn; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Fakultät; Qualitative Forschung; Teaching method; Lehrmethode; Unterrichtsmethode; Lernwerkstatt; Schulung; Book; Buch; Monographie; Monografie; Inhaltsanalyse; Author; Autor; Autorin; Lehrerverhalten; Programme evaluation; Programmevaluation; Statistische Analyse; Neuroscience; Neurowissenschaften; Neurowissenschaft
Abstract	Kansas State University designed a 20-month faculty development program with the goal of fostering broad, institution-wide adoption of teaching practices that focus on brain-based learning. Components of the program included annual teaching and learning workshops, reading and discussion groups based on content of a book about how the brain learns that underpinned the programming, and standalone events such as an all-day workshop by the book author and other related presentations by on-campus content experts. Over 500 faculty and instructors from all colleges participated in some of the events. The integrated programming was assessed using individual program satisfaction surveys, pre/post surveys administered near the beginning and end of the integrated programming, and a qualitative culmination survey of a subset of participants. Program assessment is discussed within the context of Kirkpatrick's four levels of participation: reaction, learning, behavior and results. We found that while program participants benefitted from the experience with improved learning and made changes that impacted their classroom teaching, an underlying theme was that more direction was needed to specifically apply the program's content. Although institution-wide impact was significant, it was less than anticipated, because broad and deep buy-in across the institution was not accomplished. Ways to strengthen faculty development programs consisting of a series of integrated activities over a period of time are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01