generation. Reflective practice/theory is the theoretical framework upon which pedagogical change is derived and is the basis for PD in this study. With the background problem and theoretical framework being restated, it is appropriate to restate the study’s research questions. How do the differ between and FTA change scores completers How do the compare, based on the two factors of (a) change scores completion and FTA and (b) academic completers non-participants – discipline and STEM non-STEM? – How do the compare, based on the two factors of (a) change scores completion and FTA and (b) initial score completers non-participants t – distribution placement (1) (2) and (3) higher, similar, lower. – And it is also important to restate the hypotheses. Faculty will a greater average than FTA completers change score The FTA curriculum yields the greatest impact for improvement within teaching and learning. The difference in will yield a greater average for change scores completers within fields than in the remaining three groups: (1) within STEM completers fields, (2) FTA within fields, and (3) FTA non-STEM non-participants STEM within fields. non-participants non-STEM The difference in will the greatest average for change scores completers in the initial placement than the remaining five groups: (1) lower completers in the initial placement, (2) in the initial placement, similar completers higher
generation. Reflective practice/theory is the theoretical framework upon which pedagogical change is derived and is the basis for PD in this study. With the background problem and theoretical framework being restated, it is appropriate to restate the study’s research questions. How do the change scores differ between completers and FTA How do the change scores compare, based on the two factors of (a) completion – completers and FTA non-participants and (b) academic discipline – STEM and non-STEM? How do the change scores compare, based on the two factors of (a) completion – completers and FTA non-participants and (b) initial t score distribution placement – (1) higher, (2) similar, and (3) lower. And it is also important to restate the hypotheses. Faculty completers will a greater average change score than FTA The FTA curriculum yields the greatest impact for improvement within teaching and learning. The difference in change scores will yield a greater average for completers within STEM fields than in the remaining three groups: (1) completers within non-STEM fields, (2) FTA non-participants within STEM fields, and (3) FTA non-participants within non-STEM fields. The difference in change scores will the greatest average for completers in the lower initial placement than the remaining five groups: (1) completers in the similar initial placement, (2) completers in the higher initial placement,