Pull-Oriented Faculty Development: A Multiple, Descriptive-Explanatory Case Study Public Deposited

http://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/bv73c503z

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  • Traditional faculty development programs aimed at disseminating research-based pedagogy and innovations at potential adopters have helped increase awareness of these innovations; however, their adoption into engineering classrooms has been limited. This paper aims to present an alternative, pull-oriented approach to faculty development where faculty participants co-develop curricular innovations with engineering education researchers aimed at engaging engineering students in mechanics of materials. In this pull-oriented approach, faculty have greater influence, or pull, over the innovation development process, their adoption decision making, and the resources provided for them with the goal that this approach will lead to adoption of more engaging teaching practices in the engineering classroom. The purpose of this research is to describe how faculty participants interpret such an approach and how their contexts influence their adoption decision making. Multiple, descriptive-explanatory case studies were constructed from interviews with faculty during their adoption process and were evaluated using a constructivist framework. Findings from these case studies indicate that faculty development programs can be improved by empowering faculty in the innovation development and adoption process, engaging faculty throughout the entire adoption process, ensuring faculty have adequate resources for their adoption goals, and accommodating the unique contexts that faculty operate in. Additional findings seem to indicate that course-specific faculty development and multi-year faculty development programs are also beneficial for initiating dissemination and sustaining adoption efforts.
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