This applied dissertation was designed to provide a faculty development model to support faculty in establishing and measuring undergraduate learning outcomes at the subject university. Although various professional development models have been used in higher education, few research studies have been conducted on the effectiveness of these models. This has been especially true in the area of reducing faculty resistance to the assessment movement.
The researcher conducted a thorough review of the literature to develop a faculty support model grounded in the broad premises of change theory, organizational learning theory, and professional development theory. The researcher used the theory of andragogy to increase faculty learning and simultaneously to reduce faculty resistance to the learning and assessment initiative.
A mixed methods approach was used to analyze data from pre- and posttest instruments and archived documents. Qualitative and quantitative data were then triangulated with findings from the related literature review to identify the elements of the intervention that faculty perceived as most beneficial, both in theory and in the applied setting of the study.
An analysis of data indicated that the intervention had a positive impact on faculty attitude and ability concerning developing learning outcomes and, to some extent, aligning assessments. The learning process for faculty in the arena of pedagogy and assessment appeared to be a process laden with emotional responses that either facilitated or impeded learning. Further research is needed to confirm the impact of similar support models on faculty learning and attitude.
|Adviser||Gary L. Reglin|
|School||NOVA SOUTHEASTERN UNIVERSITY|
|Subjects||Educational administration; Higher education|
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