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ERIC Number: ED414837
Record Type: Non-Journal
Publication Date: 1995-Dec-31
Pages: 68
Abstractor: N/A
Reference Count: N/A
Assessing the Teaching and Student Learning Outcomes of the Katz/Henry Faculty Development Model.
Finkelstein, Martin
The impact of the Katz/Henry Faculty Development Model on teaching behaviors and student learning outcomes was assessed with 24 faculty members at 4 institutions in New Jersey. This model, known as "Partners in Learning" involved: faculty pairs who observe one another's class, partner meetings to discuss shared experience in the classroom, several interviews with at least three students, and meetings with other faculty participants on campus to discuss experiences. Data on learning outcomes, teaching behaviors, and collegial interactions were collected for three years at four diverse institutions in New Jersey. Students completed pre- and post-tests which examined their preference for class structure and teaching style, their interactions with faculty, student changes resulting from the course, and academic skill development. Faculty were evaluated at least three times per semester to document clarity, enthusiasm, interaction, organization, pacing, disclosure, and rapport. Syllabi were examined, and faculty attitudes about their classroom experiences were surveyed. While no discernible increase in student academic achievement was found, the data indicate enhanced faculty understanding of student learning, improved relationships with colleagues, and increased changes in classroom teaching. Appendices include: student pre- and post-tests, classroom observation protocols, a syllabus checklist, and a faculty survey. (SW)
Publication Type: Reports - Descriptive; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Fund for the Improvement of Postsecondary Education (ED), Washington, DC.
Authoring Institution: New Jersey Inst. for Collegiate Teaching and Learning, South Orange.