The Effect of Faculty Development on Active Learning in the College Classroom

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Description:

This study examined the effect of active learning seminars and a mentoring program on the use of active learning teaching techniques by college faculty. A quasi-experimental study was conducted using convenience samples of faculty from two private Christian supported institutions. Data for the study were collected from surveys and faculty course evaluations. The study lasted one semester. Faculty volunteers from one institution served as the experimental group and faculty volunteers from the second institution were the comparison group. The experimental group attended approximately eight hours of active learning seminars and also participated in a one-semester mentoring program designed to assist faculty in application of active learning techniques. Several individuals conducted the active learning seminars. Dr. Charles Bonwell, a noted authority on active learning, conducted the first three-hour seminar. Seven faculty who had successfully used active learning in their classrooms were selected to conduct the remaining seminars. The faculty-mentoring program was supervised by the researcher and conducted by department chairs. Data were collected from three surveys and faculty course evaluations. The three surveys were the Faculty Active Learning Survey created by the researcher, the Teaching Goals Inventory created by Angelo and Cross, and the college edition of Learner-Centered Practices by Barbara McCombs. The use of active learning techniques by the experimental group increased significantly more than the use by those in the convenience sample. No statistical difference was found in the change of professors' teaching beliefs or the course evaluation results.

Creator(s): Evans, Cindy
Creation Date: May 2001
Partner(s):
UNT Libraries
Collection(s):
UNT Theses and Dissertations
Usage:
Total Uses: 83
Past 30 days: 12
Yesterday: 3
Creator (Author):
Publisher Info:
Publisher Name: University of North Texas
Place of Publication: Denton, Texas
Date(s):
  • Creation: May 2001
  • Digitized: July 16, 2007
Description:

This study examined the effect of active learning seminars and a mentoring program on the use of active learning teaching techniques by college faculty. A quasi-experimental study was conducted using convenience samples of faculty from two private Christian supported institutions. Data for the study were collected from surveys and faculty course evaluations. The study lasted one semester. Faculty volunteers from one institution served as the experimental group and faculty volunteers from the second institution were the comparison group. The experimental group attended approximately eight hours of active learning seminars and also participated in a one-semester mentoring program designed to assist faculty in application of active learning techniques. Several individuals conducted the active learning seminars. Dr. Charles Bonwell, a noted authority on active learning, conducted the first three-hour seminar. Seven faculty who had successfully used active learning in their classrooms were selected to conduct the remaining seminars. The faculty-mentoring program was supervised by the researcher and conducted by department chairs. Data were collected from three surveys and faculty course evaluations. The three surveys were the Faculty Active Learning Survey created by the researcher, the Teaching Goals Inventory created by Angelo and Cross, and the college edition of Learner-Centered Practices by Barbara McCombs. The use of active learning techniques by the experimental group increased significantly more than the use by those in the convenience sample. No statistical difference was found in the change of professors' teaching beliefs or the course evaluation results.

Degree:
Level: Doctoral
Discipline: Higher Education
Language(s):
Subject(s):
Keyword(s): active learning | active learning seminars | faculty development
Contributor(s):
Partner:
UNT Libraries
Collection:
UNT Theses and Dissertations
Identifier:
  • OCLC: 47854906 |
  • ARK: ark:/67531/metadc2762
Resource Type: Thesis or Dissertation
Format: Text
Rights:
Access: Use restricted to UNT Community
License: Copyright
Holder: Evans, Cindy
Statement: Copyright is held by the author, unless otherwise noted. All rights reserved.