Facilitating Change in Instructional Practice in a Faculty Development Program through Classroom Observations and Formative Feedback Coaching

摘要

Faculty development, as it relates to teaching and learning, has been a persistent challenge in higher education. College faculty generally begin their careers with no formal training in teaching and, consequently, 'teach as I was taught' is the starting point for most new faculty. Responsibility for faculty development of teaching, therefore, falls to an administrative unit of the university. Many institutions have successful faculty orientation and mentoring programs, but those programs often fall short of moving new teachers to effective practice in engagement pedagogy using active learning strategies. Modifying the practices of experienced faculty is particularly difficult.