Enhancing Student Learning Outcomes through Faculty Development
In the dynamic landscape of higher education, the quest for excellence in student learning outcomes remains a constant priority. Amidst evolving educational technologies, diverse student populations, and the growing demand for a broad set of skills from graduates, the role of faculty professional development (PD) has never been more critical.
The Catalyst for Change: Faculty Professional Development
Faculty PD in higher education is an encompassing term that refers to a wide range of activities designed to improve teaching effectiveness and student success. It encompasses workshops, seminars, learning communities, and training in new technologies or pedagogical methods. As Hutchings, Ciccone, and Ives (2011) articulate, effective PD programs are those that not only enhance teaching skills but also foster an environment of continuous improvement and innovation in teaching and learning practices.
Bridging the Gap: From Faculty PD to Student Success
The pathway from faculty PD to enhanced student learning outcomes involves several key processes. Initially, PD helps educators to adopt more student-centered teaching approaches, effectively use educational technology, and implement evidence-based teaching strategies (Stes, Min-Leliveld, Gijbels, & Van Petegem, 2010). These improved teaching practices directly influence the quality of instruction, thereby facilitating better student engagement, understanding, and retention of knowledge.
Innovating Pedagogy
Innovative teaching strategies, such as active learning, collaborative learning, and problem-based learning, have been linked to higher student achievement and satisfaction (Freeman et al., 2014). Faculty PD programs that focus on these pedagogical innovations enable instructors to create more engaging and effective learning environments. For instance, Ebert-May et al. (2011) demonstrated that faculty who participated in a semester-long PD workshop on active learning strategies showed significant improvements in their teaching methods, which in turn enhanced student learning outcomes.
Embracing Diversity
Diverse classrooms in higher education benefit from faculty adept at inclusive teaching practices. PD programs that emphasize cultural competence and strategies for teaching a diverse student body can lead to more equitable learning outcomes (Gay, 2010). By understanding and valuing students' diverse backgrounds and learning styles, educators can tailor their teaching to meet the needs of all learners, thereby improving student engagement and success.
Leveraging Technology
The rapid advancement of digital technologies has transformed the educational landscape. Faculty PD that includes training on integrating technology into teaching can significantly impact student learning. As Means et al. (2010) highlight, effective use of educational technologies can enhance student engagement, facilitate access to resources, and support collaborative learning, leading to improved academic performance.
Evidence of Impact: Research and Outcomes
The effectiveness of faculty PD on student learning in higher education is well supported by research. A meta-analysis by Darling-Hammond, Hyler, and Gardner (2017) found a positive correlation between teacher professional development and student achievement across a variety of subjects and educational levels, including higher education. Similarly, Postareff, Lindblom-Ylänne, and Nevgi (2007) found that faculty who engaged in PD related to teaching and learning reported not only changes in their teaching practices but also observed improvements in student learning outcomes.
Case Studies of Success
Numerous institutions have reported success stories following the implementation of comprehensive faculty PD programs. For example, the University of Central Florida's Faculty Center for Teaching and Learning provides extensive PD opportunities, including workshops and individual consultations focused on pedagogical enhancement and technology integration. Faculty participants have reported increased confidence in their teaching abilities and have noted significant improvements in student engagement and learning outcomes (University of Central Florida, 2020).
Overcoming Challenges: Strategies for Effective PD
Despite the clear benefits, challenges such as time constraints and lack of institutional support can impede the implementation of effective faculty PD programs. To address these challenges, AcadeMe has crafted online faculty PD course that use microlearning to cover evidence-based teaching and learning techniques at a low cost. Each course includes a series of lessons designed to be completed in about 15 minutes to help faculty incorporate PD into their busy schedules. We encourage you to check out our offerings today!
References
Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). *Effective Teacher Professional Development*. Palo Alto, CA: Learning Policy Institute.
Ebert-May, D., Derting, T. L., Hodder, J., Momsen, J. L., Long, T. M., & Jardeleza, S. E. (2011). What we say is not what we do: Effective evaluation of faculty professional development programs. *BioScience*, 61(7), 550-558.
Eib, B. J., & Miller, P. (2006). Faculty development as community building. *International Review of Research in Open and Distributed Learning*, 7(2).
Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. *Proceedings of the National Academy of Sciences*, 111(23), 8410-8415.
Gay, G. (2010). *Culturally Responsive Teaching: Theory, Research, and Practice*. New York: Teachers College Press.
Hutchings, P., Ciccone, A., & Ives, J. (2011). *The Scholarship of Teaching and Learning Reconsidered: Institutional Integration and Impact*. San Francisco: Jossey-Bass.
Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2010). *Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies*. U.S. Department of Education.
Postareff, L., Lindblom-Ylänne, S., & Nevgi, A. (2007). The effect of pedagogical training on teaching in higher education. *Teaching and Teacher Education*, 23(5), 557-571.
Stes, A., Min-Leliveld, M., Gijbels, D., & Van Petegem, P. (2010). The impact of instructional development in higher education: The state-of-the-art of the research. *Educational Research Review*, 5(1), 25-49.
University of Central Florida (2020). *Faculty Center for Teaching and Learning Annual Report*. Orlando, FL: University of Central Florida.