Essential and model programs for teaching and learning centers as reported by directors in selected research extensive universities: a Delphi study

摘要

This dissertation presents an essential faculty development program frameworkfor teaching and learning centers in research extensive universities for introducing,enhancing, and improving faculty development programs.In this study, the Delphi method was used to gain consensus from the studyexperts on essential and model faculty development programs, key goals and biggestchallenges for teaching and learning centers in research extensive universities. Thisstudy included two major phases: (1) creation of the original survey instrument, and (2)conducting the surveys with the identified experts. The first phase utilized three expertsin the field of faculty development to validate the questionnaire instrument. The secondphase was completed by a panel of 15 experts representing 14 states and was conductedin four iterations. The study answered five research questions: (1) What are essentialfaculty development programs for teaching and learning centers as reported by directorsin selected research extensive universities? (2) What are model faculty developmentprograms for teaching and learning centers as reported by directors in selected research extensive universities? (3) What programs will be essential for faculty development inthe future as forecasted by faculty professional development experts on the Delphipanel? (4) What should be the key goals for teaching and learning centers as reported bydirectors in selected research extensive universities? (5) What are the biggest challengesfor teaching and learning centers as reported by directors in selected research extensiveuniversities?This dissertation study identified 18 currently essential faculty developmentprograms and 28 future essential faculty development programs for teaching andlearning centers in research extensive universities. Additionally, the Delphi panelmembers provided descriptions of model programs for identified essential facultydevelopment programs that are considered as successful best practices to facultydevelopment. The Delphi panel also provided insights into key goals and key challengesfor teaching and learning centers that can be used by directors to plan essential facultydevelopment programs.This dissertation is significant because the results are expected to serve as ameans for evaluating existing faculty development programming and guiding theplanning of new faculty development programs to enhance teaching and learning onresearch extensive university campuses.