Evaluating the effects of a planning process that results in a faculty training plan for collaborating classroom teaching: An action research project.

摘要

Students today have an expectation to receive a rewarding and enriching learning experience. For those faculty members providing this experience in a collaborative classroom environment but have never taught in this manner, they must first receive an effective training program. This action research study evaluated the effects of a planning process that resulted in a faculty training plan for collaborating classroom teaching utilizing an Appreciative Inquiry (AI) approach. AI was used to facilitate four summit meetings which included faculty, staff, and administrators. Incorporating the AI process for purposes of this action research study proved to be a very effective way to develop and design a planning process that led to implementing a faculty training program for faculty teaching in a collaborative learning environment. All of the participants agreed that the AI process provided a positive setting that solicited an all-inclusive atmosphere, camaraderie, and shared responsibility. Further, the process is one that the participants believed can be incorporated into future planning and change theories at the research site. The AI approach proved to be one whereby the research site had the opportunity to conduct a review and focus on things that were right within the organization rather than the problems.