Academic development for junior faculty: results from an Italian experience at Politecnico di Torino
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This paper presents results from a professional development program for new faculty at Politecnico di Torino (Italy). Constructivist theories and learner-centered teaching constituted the theoretical framework of this study. The training activity involved a group of 121 junior faculty. Researchers investigated program impacts on faculty’s professional reflection and on their practice in class, as well as participants’ satisfaction, using a mixed-methods approach. Participants took the Teaching Perspective Inventory before and after the program. Paired sample t-test on TPI results showed significant differences in 4 pespectives out of 5. Group discussion reflected on how these perspectives changed and investigated future impacts.