Measuring the transformational impact of educational development on how faculty teach and think about teaching

Session Time and Location

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

To measure an institution's transformation toward a more learning-centered paradigm, assessment of professional development interventions should measure how faculty change the way they teach and the ways they think about teaching. This session examines how the Faculty Learning Outcomes Assessment Framework helps to develop survey items that measure the ways interventions such as workshops and learning communities transform faculty, their teaching, and their teaching identity. Participants will analyze the Faculty Learning Outcomes Assessment Framework based on results from a study of faculty at a small, liberal arts college who engaged in programming developed for a National Science Foundation grant.


  • Session References +

    • Erwin, T.D. (1991). Assessing student learning and development: A guide to the principles, goals, and methods of determining college outcomes. San Francisco, CA: Jossey-Bass.

    • Hines, S. R. (2015). Setting the Groundwork for Quality Faculty Development Evaluation: A Five-Step Approach. Journal of Faculty Development, 29(1), 5-12.)

    • Hurney CA, Brantmeier, EJ, Good, MR, Harrison D, and Meixner, C. 2016. The Faculty Learning Outcome Assessment Framework. Journal of Faculty Development. 30(2): 69-77.