CHAPTER I: INTRODUCTION Introduction to the Problem Centers for Teaching and Learning (CTLs) are a place where faculty and instructors seek support through professional development (PD) programing to promote continued improvement within teaching and learning practices. This topic is particularly pertinent when examining the importance of teaching and learning within higher education today. American society has placed increased emphasis on student learning, student success, and its effects on our society at the secondary level, but how or where should instructor training be supported in higher education (HE)? More importantly, how do CTLs measure PD transfer so that they can provide additional proof of supporting the educational mission of a university? Evaluations are necessary, however, to account for the direct and indirect effects of educational development activities on the quality of teaching provided [additional assessment measures need to be explored]. Furthermore, they are necessary to legitimize the presence of a TLC [or CTL] in an institution, particularly in the context of budget cuts. We [PD leaders] are expected to demonstrate the relevance of our activities while ensuring that they meet the needs of the university community. (Belanger, Belisle, and Bernatchez, 2011, p. 132) This study, thus, seeks to measure a strategically designed, reflectively driven PD curriculum instead of weighing sum of its parts.” Aristotle was correct in saying, “the whole is great than the sum of its parts;” the measurement of individual elements of “the PD programs might not provide an adequate measure of the impact of a CTL. Background of the Study Accrediting bodies, administration, and participating faculty all acknowledge the need for CTLs, but the impact of programing as translated to student learning and achievement is often an elusive measure. The complexities of classroom environments
CHAPTER I: INTRODUCTION Introduction to the Problem Centers for Teaching and Learning (CTLs) are a place where faculty and instructors seek support through professional development (PD) programing to promote continued improvement within teaching and learning practices. This topic is particularly pertinent when examining the importance of teaching and learning within higher education today. American society has placed increased emphasis on student learning, student success, and its effects on our society at the secondary level, but how or where should instructor training be supported in higher education (HE)? More importantly, how do CTLs measure PD transfer so that they can provide additional proof of supporting the educational mission of a university? Evaluations are necessary, however, to account for the direct and indirect effects of educational development activities on the quality of teaching provided [additional assessment measures need to be explored]. Furthermore, they are necessary to legitimize the presence of a TLC [or CTL] in an institution, particularly in the context of budget cuts. We [PD leaders] are expected to demonstrate the relevance of our activities while ensuring that they meet the needs of the university community. (Belanger, Belisle, and Bernatchez, 2011, p. 132) This study, thus, seeks to measure a strategically designed, reflectively driven PD curriculum instead of weighing “the sum of its parts.” Aristotle was correct in saying, “the whole is great than the sum of its parts;” the measurement of individual elements of PD programs might not provide an adequate measure of the impact of a CTL. Background of the Study Accrediting bodies, administration, and participating faculty all acknowledge the need for CTLs, but the impact of programing as translated to student learning and achievement is often an elusive measure. The complexities of classroom environments
Dissertation-Gebb-WORD-FORMAT.docx