Virtual On line
June 22, 2020
June 22, 2020
June 26, 2021
Faculty Development Division
This research paper describes the study of 32 faculty members who participated in a Summer Intensive Course Revision (SICR) program. The SICR was a month-long learning and working session that included face-to-face instruction, reading, and time to work alongside pedagogy and curriculum experts to design or revise a targeted course. The SICR utilized an Engineering Learning (EL) framework that guided faculty through an intentional course design process. The EL framework shifts faculty from focusing on the delivery of content to the role of designer and facilitator of learning. The SICR took place during the summers of 2016, 2017, and 2018. In this study, we examined the elements from the SICR that faculty continue to use in their courses after participating in the program. This is an important and fundamental study to consider as the long-term influences of educational development initiatives are rarely studied systematically years after their initial contact. In addition, changes in teaching practice are frequently not evident immediately after participating in professional development; often instructors need time to implement and incorporate what they have learned into their teaching practice. The purpose of our study is to explore the lasting impact of the SICR on faculty participants. In particular, this study focused on three research questions: 1) What elements from the SICR do faculty describe as practices that they continue to use in the design and implementation of their courses more than two years after participation?, 2) What do faculty describe as challenges in implementing their redesigned courses since participating in the SICR?, and 3) What do faculty describe as positive outcomes of participating in the SICR or implementing their redesigned course? We interviewed 32 faculty who had participated in the SICR in 2016 and 2017, using a semi-structured set of interview questions. In order to adequately capture sustained change over time, faculty from only the first two cohorts, summers 2016 and 2017, were interviewed, allowing for at least two academic years to have passed. Interviews were coded and analyzed using a six phase thematic analysis approach. Ten themes and 19 codes were identified fitting into the 5 phases of the EL Framework. Results indicated that learning outcomes were extremely important to participants, successes and challenged spanned 4 phases of the EL framework, and faculty were striving for continuous improvement. Implications of the study include the identification of practices that faculty perceive as relevant and continue to use even years after participating in faculty development programming. These results can help educational developers design programming that can have a lasting impact on faculty and their teaching practice. Our preferred presentation method for this paper is a traditional lecture.
Vasquez, A. C., & Hermundstad Nave, A., & Spiegel, S. (2020, June), “It’s Been a While”: Faculty Reflect on Their Experiences Implementing What They Learned During an Intensive Summer Program Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--33971
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