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ERIC Number: EJ1134306
Record Type: Journal
Publication Date: 2015-Sep
Pages: 13
Abstractor: As Provided
ISSN: ISSN-2153-1900
Outcomes of a Faculty Development Program Promoting Scholarly Teaching and Student Engagement at a Large Research-Intensive University
Reid, Leslie F.; Sexton, Julie; Orsi, Rebecca
Journal of Faculty Development, v29 n3 p23-35 Sep 2015
Project Engage (PE) was a 16-month teaching enhancement program offered at a large doctoral-granting university. Participants in this pilot program were full time faculty members who redesigned large enrollment introductory university courses to improve student engagement. To support their redesign projects, participants first received feedback from their students on the level of engagement in their current version of their course using a classroom engagement survey (CLASSE). Then participants learned about research on student learning, engagement and a curriculum design model. Participants redesigned their courses to enhance student engagement and taught the redesigned course a year later. Feedback from students on the level of engagement was again collected using CLASSE in the redesigned courses. Throughout the program, participants received continual feedback and support from each other as well as program facilitators. Participants reported making changes to their teaching practices and organization of their courses. Participants also reported transferring their learning to other courses they taught. Changes in the levels of student engagement were analyzed by comparing CLASSE results from before and after the redesign. Results were mixed, which highlights the challenges of quantifying the impact of teaching changes and students' perceptions of engagement.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada
Grant or Contract Numbers: N/A