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…

The purpose of this article is to present the results of a study that examined the influence of a multi-stage, equity-focused professional development program on the beliefs and understandings about issues of equity and classroom practices among 28 science, technology, engineering, and mathematics (STEM) community college faculty members. The…

The purpose of this phenomenological study was to understand if and how community college faculty construct work-life balance, as our review of the literature pointed toward a lack of research on this topic. Twenty-eight community college faculty members were interviewed, and six major findings were generated through the data analysis. Metaphors…

Faculty development research historically reported details on the types of programming available and the format of delivery. This research instead sought to uncover the underpinnings of the goals behind development efforts at community colleges. Findings indicate that teaching and learning issues remain central, with faculty interests serving as…

Describes a faculty development program designed specifically for engineering faculty and implemented on an eight-campus coalition of engineering schools. Reports that, in the five years of the program's existence, a large percentage of the faculty has participated and adopted proven but nontraditional teaching practices. Offers suggestions to…

Defines problem-based learning (PBL) as an instructional method in which problems provide the context for students to develop skills and knowledge. Describes a study that examined whether students perceived that PBL courses were more effective than non-PBL courses at helping them develop specific outcomes. Reports that PBL students' perception of…

Uses quantitative and qualitative methods to analyze interview and survey data concerning best practices, goals, purposes, and influences among faculty developers in the U.S. and Canada. Presents the current state of the field, an interpretation of its meaning, and recommendations for future directions. Authors sent out 976 surveys; 249 were…

Attempts to identify the impact of one sabbatical recipient's leave on those around the faculty member, including fellow faculty, department chairs, deans, other administrators, and students. Examines outcomes in relation to teaching, campus citizenship, and research. Research instrument is appended. (Contains 15 references, two figures, and three…

Describes the results of two studies aimed at determining how experienced and inexperienced resident assistants (R.A.) respond to training that is both theoretical and practical in nature. Reports greater overall satisfaction with the practical content than with the theoretical. Contains17 references. (NB)

Presents the results of a study of a one-year campus-wide writing program designed to raise the confidence and productivity of campus faculty and professional staff members. Stresses the importance of senior faculty acting as mentors. Discusses benefits of a program that seeks to involve participants from all parts of campus. (Contains 24…

Describes the case study of a course that used a hybrid (face-to-face and online) technological format to illustrate a new model of reflective practice in professional development. Argues that faculty should consider where they are taking technology rather than vice versa. (Contains 21 references.) (NB)

Reports on a study of critical thinking goals in senior capstone courses. Finds that: (1) independent research and group projects are the most effective methods to teach critical thinking, according to faculty; and (2) students felt that they expanded their intellectual curiosity and learned to think more effectively because of these courses.…

Reports on a study of 17 professors from graduate schools of education. Finds that: (1) 71% experienced a perspective transformation in the context of learning and using technology for educational purposes; and (2) learning technology by itself does not seem to facilitate perspective transformation--rather, classroom practice and reflection prompt…

Discusses the results of a national study of 930 (response rate 71%) community colleges' evaluation methods for faculty who have achieved tenure or who have long-term status. Identifies current practices and perceptions regarding post-tenure faculty reviews in community colleges. Asserts that faculty evaluation practices need to be changed if they…