The aim of this study is to explore broad relationships between higher education leaders’ experiences in faculty development and cultures of teaching. Research to date has widely neglected to understand how university teaching centers might be effective in shaping academic leaders’ beliefs about teaching and their ability to support effective teaching practices among faculty they oversee. This case study uses the context of a public research university to examine how eight academic leaders (four associate deans and four department chairs) perceive an intensive Teaching and Learning Institute to have informed the methods they use to cultivate a culture of teaching within their respective units. The case also compares these leaders’ perceptions with the perceptions of faculty within four departments overseen by them. To better understand the complex relationship between beliefs, practices, and the formation of culture within complex organizations, the study is guided by a conceptual framework that draws on multiple theories including learner-centered teaching, transformational leadership theory, and organizational theory. Overall, the study found that all eight leaders perceived the experience of the Teaching and Learning Institute to have influenced their teaching in some way. Specific changes these leaders made as a result of their experience connect with learner-centered teaching practices. Similarities across their experiences also included that the Institute affirmed their beliefs and values for teaching, led them to recognize the need for more pedagogical education, exposed them to research that could improve their teaching; and helped them build a community network of individuals with shared beliefs and values across the institution. All eight leaders (to varying degrees) believe they promote a culture of teaching within the unit they oversee. Similarities in their approaches to promoting a culture of teaching include increasing opportunities for professional development of teaching, providing rewards or incentives for teaching or teaching development, leading by example, and creating curricular changes. Leaders reported that they developed these strategies based on trial and error or their own experience, some still sought better ways to promote a culture of teaching. Faculty-participants in each department indicated a number of activities identified with a culture of teaching. Generally, faculty-participants felt more strongly that a culture of teaching was promoted by their departments than by their college or institution. However, more faculty-participants agreed that a culture of teaching was promoted by their department, college, and university than disagreed. Results from this study may be used by teaching center leaders to consider how leaders acquire knowledge about teaching, factors that contribute to faculty perceptions of a culture of teaching, and strategies academic leaders might use to more intentionally promote a culture of teaching within their organizations. / Educational Administration

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BACKGROUND: Over the past decade, massive open online courses (MOOCs) have been used by healthcare professionals to develop their knowledge and skills. They are an attractive learning option due to their openness, accessibility, and flexibility regarding time and space, but have notably low completion rates. “Fac.Dev” is a platform for faculty development by McMaster’s Office for CPD offering online courses through a Query-based, Ubiquitous Educator and Scholars Training (QUEST) model. QUEST modules use task-based activities and authentic assessment in their instructional design, in contrast to the traditional MCQ assessment methods in MOOCs. PURPOSE: This study aimed to compare learner engagement and experiences of health professionals enrolled in a one-month Twitter skills online course delivered on the Fac.Dev platform through QUEST-format modules versus xMOOC-format modules. METHOD: This study was conducted as a randomized controlled trial. 27 participants were randomized into either learning Twitter skills through a course with QUEST- formatted or xMOOC-formatted modules. Quantitative and qualitative methods were used to analyse the outcome measures, which included completion rates, barriers to completion, self-rated Twitter proficiency, self-perceived achievement of learning outcomes, likelihood of recommending to a peer, and suggestions for module improvement. RESULTS: Quantitative findings revealed that no significant difference in the completion rates of the course delivered through QUEST or xMOOC format. Lack of time was the primary barrier to course completion. Participants in both arms reported an improvement in their Twitter proficiency and were similarly likely to recommend the course to a peer. Thematic analysis of participant feedback revealed incorporating interactivity, increased use of video and media elements, and providing more time for completion would improve their experience. CONCLUSION: Participants’ feedback for improving the modules were consistent with best practices for digital learning for faculty recommended in literature, which can be implemented in future Fac.Dev course offerings to support and improve learner engagement. / Thesis / Master of Science (MSc)

The purpose of this study was to examine strategic plans and evaluation models in light of organizational structures and funding to determine if member institutions in the Florida Faculty Development Consortium were investing in faculty development based on strategic and measurable criteria. Data were gathered through a mixed method survey mailed electronically to the individuals responsible for faculty development at 31 member institutions of the Florida Faculty Development Consortium. Even though the Consortium was comprised of public and private four-year institutions and public two-year institutions, faculty development programs in these institutions had similarities. Most programs had strategic plans, centralized faculty development units with dedicated staff, and institutional funding. In addition, most faculty development programs had evaluation models in which they collected reactionary responses, but little evidence existed that programs were measuring impact on faculty learning, faculty behavior change, or student success. It was concluded that member institutions in the Florida Faculty Development Consortium were investing in faculty development and providing faculty developers with dedicated time to attend to faculty development responsibilities. Member institutions were evaluating their efforts on strategic, goal-based criteria, but little evidence existed that they were evaluating based on measurable criteria.

Although the instructional designer plays a role in the professional development of instructors in higher education, their perspectives are not explored as frequently compared to instructors and students in multi-modal research. Instructional designers need to keep up with the emerging technologies and changing educational landscape in order to equip instructors with the skills and knowledge they need to create meaningful learning experiences. One way to help instructional designers be able to help guide and support instructors is by creating guiding frameworks that help a designer think through the process and considerations when creating learning environments such as multi-modal. Using a design and development study, a guiding framework was constructed and operationalized using the design phase of the ADDIE model. / Doctor of Philosophy / Although the instructional designer plays a role in the professional development of instructors in higher education, their perspectives are not explored as frequently compared to instructors and students in multi-modal research. The term multi-modal refers to learning environments that take place across multiple modes. For instance, blended or hybrid learning environments. Instructional designers need to keep up with the emerging technologies and changing educational landscape in order to equip instructors with the skills and knowledge they need to create meaningful learning experiences. One way to help instructional designers be able to help guide and support instructors is by creating guiding frameworks that help a designer think through the process and considerations when creating learning environments such as multi-modal. This study conducted a design and development study which involved an analysis of literature and other resources to inform the development of the guiding framework. This study sought to address the practical needs of instructional designers in higher education through the creation of a framework that helps ensure they address key aspects in the design of multi-modal learning environments (i.e., blended or hybrid). The framework is grounded in theory and informed by an analysis of the literature. In order to validate the framework, an expert review panel of three was recruited to provide their insight and expertise. The feedback data was analyzed and the framework was enhanced based on the feedback. the framework helps contribute to the field by providing well-informed guidance in how to effectively design multi-modal environments. When instructional designers can effectively do this, they improve their practice which translates into the curriculum as well as the instructors who work closely with instructional designers. Overall, this can improve student outcomes.

The purpose of this study was to identify faculty perceptions of the personal and student benefits deriving from participation in faculty development activities. Faced with the challenge of keeping up-to-date with technology in order to keep their students up-to-date, faculty participate in many different activities. The perceived effectiveness of faculty development activities varies depending on the knowledge and interest of each faculty member. This study was descriptive, using a two-part survey to collect both quantitative and qualitative data. First, a mail survey was used to collect data on the perceptions of faculty members regarding 12 professional development activities. The survey was sent out to 407 faculty in Business Technology and Engineering and Industrial Technology at the 23 colleges in the Virginia Community College System. Second, selected participants were contacted for a follow-up phone interview which elucidated some of the information from the mail survey. The surveys were designed based upon a review of the literature and through interviews with professionals. The survey was pilot tested on community college faculty. Major findings from the study included the following: 1. The three most participated in activities were training in computer skills, professional conferences, and college-sponsored presentations and workshops. 2. Professional conferences and college-sponsored presentations and workshops were the highest rated in terms of participation, but rated the lowest in terms of personal and student benefit. 3. Females, on average, participate in more activities and have higher ratings for personal and student benefit. 4. Many faculty reported that funding for professional development activities is limited and that they have a limited amount of time to participate in activities. It is not uncommon for a faculty member to pay out of their own pocket for a worthwhile activity. 5. Activities that deal the most with learning new technologies, such as training in computer skills, retraining for fields in technology, and internships in business or industry, were given the highest ratings of personal and student benefit. Based on the findings several recommendations and suggestions for future research were made: 1. Additional research is needed on the actual measures of student benefit, not just perceptions 2. Community college faculty need to carefully select professional development activities that will benefit not only themselves and their student as well. 3. Community college administrators should encourage faculty members to participate in internships in business and industry. Administrators need to do all they can to provide funding for these activities. 4. Additional research is needed on the differences in how males and females rate their perceptions. / Ph. D.

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