A case study of faculty development programs in Division I research institution colleges: the perspective of the program administrators
Fitzsimmons, Jason
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https://hdl.handle.net/2142/16048
Description
Title
A case study of faculty development programs in Division I research institution colleges: the perspective of the program administrators
Author(s)
Fitzsimmons, Jason
Issue Date
2010-05-19T18:33:20Z
Director of Research (if dissertation) or Advisor (if thesis)
Johnston-Parsons, Marilyn A.
Doctoral Committee Chair(s)
Johnston-Parsons, Marilyn A.
Committee Member(s)
Hug, Barbara
Shields, Carolyn M.
Ndimande, Bekisizwe S.
Department of Study
Curriculum and Instruction
Discipline
Secondary & Continuing Educ
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
Faculty Development Programs
Faculty Development
Teaching
Student Learning
Research Institution
Colleges
Administrator's Perspective
Abstract
The purpose of this study was to investigate faculty development from the perspectives of
program administrators in different colleges of a Division I research institution. The participants
were administrators of faculty development programs from eight different colleges at the
institution. The research questions were (a) How do the administrators of faculty development
programs describe the organization of their programs? (b) What do program administrators see
as the purposes of the faculty development programs in the colleges? and (c) How do the
program administrators as well as the college leadership determine the viability of a faculty
development program? The data from the interviews were first coded to themes; as broader
categories emerged, they were connected to the three research questions. The framework for the
study was the concept of communities of practice, a part of Wenger’s (1998) social theory of
learning. The discussion explored how the role of a faculty development program in a college
could be classified as a passive instructional resource, an active teaching service, or an influential
community changer. In each classification a college places an increasing degree of importance
on (a) teaching as a measure of faculty competence, (b) faculty pursuit of becoming a better
teacher, and (c) the need for a faculty development program in the college.
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