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Abstract Title: How Faculty Take Up Ideas from a Professional Development Program
Abstract: College faculty commonly participate in professional development to learn how to improve their teaching. Typically after the program finishes there is little support for faculty to bring new teaching practices into their classrooms. By employing the Situative Perspective and Pedagogical Reasoning and Action, we investigate how faculty take up ideas from a professional development program and the factors that influence their instructional design choices. In this study we investigate a program that aims to bring Three-Dimensional Learning (3DL) into undergraduate STEM classrooms. During this program participants are tasked with creating a teachable unit that aligns with 3DL. Using interviews, fellowship recordings, and online forum responses we look at two different faculty members, Ron and Charlie, and investigate influences that impact their design of classroom materials. Moving forward, we plan to expand the case study to more participants in order to explore how these influences effect the design of professional development programs.
Abstract Type: Contributed Poster Presentation
Session Time: Poster Session III
Poster Number: 3.E3

Author/Organizer Information

Primary Contact: Lydia G Bender
Kansas State University
Manhattan, KS 66502
Phone: 17858069078
and Co-Presenter(s)
James T. Laverty, Kansas State University