NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED533015
Record Type: Non-Journal
Publication Date: 2011-Nov
Pages: 20
Abstractor: As Provided
Reference Count: 44
ISBN: N/A
ISSN: N/A
The Faculty Inquiry Network: Inquiry-Based Professional Development as a Catalyst for Innovative Teaching, Enhanced Student Performance, and Institutional Reform
Petrides, Lisa; Middleton-Detzner, Clare; Jimes, Cynthia; Hedgspeth, Carol; Rubio, Rudy
Online Submission, Paper presented at the ASHE Annual Conference (Charlotte, NC, Nov 16-19, 2011)
This paper reports the findings from a research study conducted by the Institute for the Study of Knowledge Management in Education (ISKME) in partnership with the Faculty Inquiry Network (FIN), a professional development program designed to engage faculty at 18 colleges across California. Participants were FIN faculty teams involved in iterative data-informed inquiry, with the goal of faculty gaining an improved understanding of pedagogical practices that positively impact student learning. Over the course of two years, the study examined the impact of faculty participation in FIN as a way to examine linkages between inquiry-based faculty professional development, faculty adoption of data-informed pedagogical approaches to basic skills education, and improved student learning. ISKME employed a mixed methodological approach, involving interviews, observations, site visits, artifact analysis, and a survey. The study found faculty adoption of enhanced data use practices, and subsequent implementation of student-centered teaching practices with improved student learning outcomes. In addition, the study found successful faculty advocacy for institutional program and policy reform. This paper also offers recommendations for administering future inquiry-based professional development programs for community college faculty. (Contains 7 tables and 3 footnotes.)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A