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ERIC Number: EJ1179817
Record Type: Journal
Publication Date: 2018-May
Pages: 16
Abstractor: As Provided
ISSN: ISSN-2153-1900
The Effects of Improv-Based Faculty Development
Massie, DeAnna
Journal of Faculty Development, v32 n2 p75-90 May 2018
This study explored how participating in a faculty development course based on improvisational theatre affects college instructors' ability to increase student engagement and learning. Theoretical foundations included engagement, active learning, collaboration and social interaction, the art of improvisational theater, and the practice of applied improvisation. Results indicate students of teachers enrolled in the improv class perceived greater levels of engagement in five key areas and passed their courses at a higher rate than students of teachers who did not participate in the class. Results also indicate that faculty perceive participating in an improv-related professional development course as beneficial to their ability to teach and engage students.
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Two Year Colleges
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A