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