Document Type

Dissertation

Degree

Doctor of Philosophy

Major

Education, Educational Psychology

Date of Defense

12-14-2011

Graduate Advisor

Margaret W. Cohen, Ph.D.

Committee

Jean H. Bachman

Kent A. Farnsworth

Therese H. Macan

Abstract

This qualitative follow-up evaluation explored the long-term impact of a faculty development program on participants who were five years post program. This study focused on 12 faculty members who participated in the University of Missouri’s New Faculty Teaching Scholars program. The nine month program focused on creating a culture of teaching within the university and enhancing peer networking among participants. Data was collected through the review of existing program documents, interviews with program participants, classroom observations, and the review of participants’ syllabi and curriculum vitae. The primary purpose of this study was to learn how a faculty development program affected the professional lives and careers of participants. A secondary purpose of this research was to explore the effects of a faculty development program on the broader university community. The results of this research may be used to inform faculty development program planners, university administrators, and the field of faculty development. Kirkpatrick’s four level model of training evaluation was used to answer the guiding questions of this study. Data indicated that most of the 12 participants had positive feelings about the program and learned and continued to implement improved teaching strategies in their classrooms. Participants also appreciated and embraced the networking opportunities provided by the program. Overall findings suggest that program benefits were sustained over time.

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