The authors investigated he National Educational Research and Priorities Board' s (1999, 2000) claim that evidence-based research often lacks relevance for practitioners by investigating the relevance among the Professors' of Curriculum (POC) publications between 1997 and 2003. Findings showed that forty-four (13%) were data-driven and relevant to…

Three faculty used action research to address concerns with student learning but in the process also learned of its value for their own professional development. Through semi-structured interviews, multiple case vignettes, and peer collaboration, they addressed student cognitive and affective learning concerns, made adjustments in their…

Seven current approaches to faculty development in instructional technology, reduced to their basic assumptions, are discussed in terms of their match with what is known about faculty learning and their work environment. These approaches include: modeling, idea seeding, incentivizing, troubling/alleviating, commanding, comparing, and persuading.…