Measuring Institutional Transformation: A Multi-Level Evaluation of a New Faculty Development Program

Session Time and Location

Thu, 7 Jun 2018
8:00am to 9:30am
Room: Room:
Conference Center
Session Track
Session Format

New faculty learning communities (FLCs) often claim success in shifting pedagogical beliefs and practices toward an increased learning-focused orientation while developing faculty’s sense of institutional connectedness. Frequently, these determinations lack rigor and nuance as they are often generated from indirect measures and measures that target isolated areas of complex change mechanisms. This paper reports on the design, tools and results of a more comprehensive assessment study that employs Kreber and Brook’s [7] impact model to better align instrumentation with levels of institutional impact. Findings at various levels indicate significant and transformative effects for FLCs on new faculty beliefs and practices.


  • Session References +

    [1] Daly, C.J. (2011). Faculty learning communities: Addressing the professional development needs of faculty and the learning needs of students. Currents in Teaching and Learning, 4(1), 3-16.

    [2] Lee, V. (2010). Program types and prototypes. In K. H. Gillespie & D. L. Robertson (Eds.), A guide to faculty development (2nd ed., pp. 21-34). San Francisco, CA: Jossey-Bass.

    [3] Stes, A., Clement, M., & Van Petegem, P. (2007). The effectiveness of a faculty training programme: Long-term and institutional impact. International Journal for Academic Development, 12(2), 99-109. doi: 10.1080/13601440701604898

    [4] Sorcinelli, M. D., Austin, A. E., Eddy, P., & Beach, A. (2006). Creating the future of faculty development: Learning from the past, understanding the present. San Francisco: Wiley/Jossey-Bass.

    [5] Amundsen, C., & Wilson, M. (2012). Are we asking the right questions? A conceptual review of the educational development literature in higher education. Review of Educational Research, 82(1), 90-126. doi: 10.3102/0034654312438409

    [6] Cilliers, F.J., & Herman, N. (2010). Impact of an educational development programme on teaching practice of academics at a research-intensive university. International Journal for Academic Development, 15(3), 253-267. doi: 0.1080/1360144X.2010.497698

    [7] Kreber, C., & Brook, P. (2001). Impact evaluation of educational development programmes. International Journal for Academic Development, 6(2), 96-108. doi: 10.1080/13601440110090749

    [8] Gibbs, G., & Coffey, M. (2004). The impact of training of university teachers on their teaching skills, their approach to teaching and the approach to learning of their students. Active Learning in Higher Education 5(1), 87-100. doi: 10.1177/1469787404040463