abstract: This study reviews the effectiveness of a faculty development program to prepare faculty members in the health related fields to design and develop flipped and blended learning courses. The FAB Tech workshop focuses on flipped and blended learning technologies as a method to increase the use of active learning in the classroom. A pre/posttest was administered to the participants on their use of technology and their course delivery strategies. In addition, interviews were conducted with a purposeful sample of the participants based on level of engagement in the workshop and their change in the pre/posttest. The program was effective in increasing the use of technological tools and their purposeful integration into courses. However, faculty workload and institutional support issue served as barriers to overcome. The findings of this study will help address how to over come some of these barriers and to develop more effective faculty development programs that encourage the use of flipped and blended learning. / Dissertation/Thesis / Doctoral Dissertation Leadership and Innovation 2015

abstract: This study investigates the success of a method used to encourage active engagement strategies among community and research faculty in a College of Medicine, and examines the effects of these strategies on medical student engagement and exam scores. Ten faculty used suggestions from the Active Engagement Strategies Website (AESW), which explained four strategies that could easily be incorporated into medical education lectures; pause procedure, audience response system, think-pair-share, and muddiest point. Findings from observations conducted during sessions where an active engagement strategy was implemented and when strategies were not implemented, faculty and student surveys, and exam question analysis indicate faculty members found active engagement strategies easy to incorporate, student engagement and exam score means increased when an active engagement strategy was implemented, and students reported perceptions of attaining a higher level of learning, especially when the pause procedure was implemented. Discussion and implications address low cost and easy ways to provide faculty development in medical education that potentially improves the quality of instruction and enhances student outcomes. / Dissertation/Thesis / Doctoral Dissertation Leadership and Innovation 2017

A educação em Administração é cada vez mais demandada a trabalhar profundamente os conceitos com relação à ética, tendo em vista as responsabilidades das organizações na sociedade. Assim, faz-se necessária uma educação mais transcendente, indo além da base financeira, incluindo as questões da sustentabilidade socioambiental, e questionando quais as mudanças são necessárias para educar o administrador. Desta forma, o desenvolvimento dos docentes é um dos pontos fundamentais para a mudança na educação em Administração, para que estes obtenham maior consciência da dimensão socioambiental da sustentabilidade, utilizando esta dimensão nas suas atividades de educação do administrador. Com isso, questiona-se sobre quais bases conceituais podem auxiliar neste desenvolvimento docente. Para responder a este questionamento, foi estabelecido como objetivo geral a construção de um framework conceitual. Como objetivos específicos, foi analisado o contexto da educação e da atuação do administrador brasileiro, no que se refere à dimensão socioambiental da sustentabilidade. Posteriormente foram selecionados junto a pesquisadores, no Brasil e no exterior, bem como em eventos científicos da área, os elementos para analisar o desenvolvimento atual de docentes. Foi observada a necessidade da integração das questões socioambientais na educação dos administradores. A construção metodológica buscou coerência com o Pensamento Complexo, com uma pesquisa de natureza qualitativa e orientação interpretativista. A partir da análise dos dados coletados, emergiram os elementos considerados necessários para o desenvolvimento docente, visando tornar a educação do administrador mais transcendente. O elemento central está relacionado aos papéis que os docentes exercem, identificando a necessidade de uma ampliação da capacidade criativa para a resolução de problemas. Com isso, foi proposto o aprofundamento do entendimento dos espaços que favorecem a transformação pessoal e o desenvolvimento dos docentes. O desenvolvimento é impulsionado pela ampliação da visão e conexão com algo maior do que a atividade docente, sendo um estímulo à consciência de fazer parte de algo maior, motivando os docentes em Administração para utilizarem o conhecimento na promoção do desenvolvimento no sentido amplo. Assim, foi definida a espiritualidade como elemento impulsionador do desenvolvimento, permitindo aos docentes a busca de conexão com os aspectos transcendentes, percebendo-se como parte de um todo maior que eles mesmos, podendo atuar de forma a impactar positivamente o todo, sendo impactados positivamente por ele. Desta forma, esta tese visa auxiliar no desenvolvimento da consciência socioambiental na educação em Administração, para que as organizações minimizem os problemas sociais e ambientais da sociedade, por meio de seus produtos e serviços, assumindo compromissos com a transparência e os valores éticos. / Management education is increasingly demanded to teach deeply ethics concepts, given the social responsibilities of organizations. Thus, a transcendent education is necessary going beyond the financial focus, including the issues of social and environmental sustainability, analyzing what changes are needed to educate the future manager. In this way, faculty development is one of key points for changes in management education, so they can develop a greater awareness of the environmental dimension of sustainability, using this to improve education activities. Upon that, the question is about what conceptual basis can help the faculty development. To answer the question, it was proposed the construction and presentation of a conceptual framework as main objective; the specific objectives were initially focused on understanding the context of education and the Brazilian manager role on matters relating to social and environmental dimensions of sustainability. After that, some elements were prospected and selected through researchers in Brazil and abroad, also in scientific events of management area. All of that was necessary to understand the current approach used to faculty development, their roles to integrate environmental issues in management education and the need for adjustments in this development. The methodological approach was based on Complex Thinking, through a qualitative research and interpretative orientation. From the data analysis, emerged the elements considered necessary to faculty development, aiming to transform the management education into a transcendent approach. The central element is related to faculty’s main roles, identifying the need for an expansion of problem solving capacity and creativity. Therewith, it was proposed a deeply understanding of spaces that favor personal transformation and faculty development. The development is empowered by an expansion of a vision and a connection to something larger than the teaching activity, being a stimulus to the consciousness of being part of something bigger, and motivating them to recognize that there is much to do for the good of humanity. Therefore, it was defined spirituality as driver of this development, in the sense that enable professors to search connection with transcendent aspects, perceiving it as part of a whole, greater than themselves, acting as a positive impact and being impacted by it as well. Thus, this thesis aims to assist in the development of environmental awareness in management field, so that organizations can minimize its social and environmental problems on society through its products and services, committing themselves with transparency and ethical values.

A educação em Administração é cada vez mais demandada a trabalhar profundamente os conceitos com relação à ética, tendo em vista as responsabilidades das organizações na sociedade. Assim, faz-se necessária uma educação mais transcendente, indo além da base financeira, incluindo as questões da sustentabilidade socioambiental, e questionando quais as mudanças são necessárias para educar o administrador. Desta forma, o desenvolvimento dos docentes é um dos pontos fundamentais para a mudança na educação em Administração, para que estes obtenham maior consciência da dimensão socioambiental da sustentabilidade, utilizando esta dimensão nas suas atividades de educação do administrador. Com isso, questiona-se sobre quais bases conceituais podem auxiliar neste desenvolvimento docente. Para responder a este questionamento, foi estabelecido como objetivo geral a construção de um framework conceitual. Como objetivos específicos, foi analisado o contexto da educação e da atuação do administrador brasileiro, no que se refere à dimensão socioambiental da sustentabilidade. Posteriormente foram selecionados junto a pesquisadores, no Brasil e no exterior, bem como em eventos científicos da área, os elementos para analisar o desenvolvimento atual de docentes. Foi observada a necessidade da integração das questões socioambientais na educação dos administradores. A construção metodológica buscou coerência com o Pensamento Complexo, com uma pesquisa de natureza qualitativa e orientação interpretativista. A partir da análise dos dados coletados, emergiram os elementos considerados necessários para o desenvolvimento docente, visando tornar a educação do administrador mais transcendente. O elemento central está relacionado aos papéis que os docentes exercem, identificando a necessidade de uma ampliação da capacidade criativa para a resolução de problemas. Com isso, foi proposto o aprofundamento do entendimento dos espaços que favorecem a transformação pessoal e o desenvolvimento dos docentes. O desenvolvimento é impulsionado pela ampliação da visão e conexão com algo maior do que a atividade docente, sendo um estímulo à consciência de fazer parte de algo maior, motivando os docentes em Administração para utilizarem o conhecimento na promoção do desenvolvimento no sentido amplo. Assim, foi definida a espiritualidade como elemento impulsionador do desenvolvimento, permitindo aos docentes a busca de conexão com os aspectos transcendentes, percebendo-se como parte de um todo maior que eles mesmos, podendo atuar de forma a impactar positivamente o todo, sendo impactados positivamente por ele. Desta forma, esta tese visa auxiliar no desenvolvimento da consciência socioambiental na educação em Administração, para que as organizações minimizem os problemas sociais e ambientais da sociedade, por meio de seus produtos e serviços, assumindo compromissos com a transparência e os valores éticos. / Management education is increasingly demanded to teach deeply ethics concepts, given the social responsibilities of organizations. Thus, a transcendent education is necessary going beyond the financial focus, including the issues of social and environmental sustainability, analyzing what changes are needed to educate the future manager. In this way, faculty development is one of key points for changes in management education, so they can develop a greater awareness of the environmental dimension of sustainability, using this to improve education activities. Upon that, the question is about what conceptual basis can help the faculty development. To answer the question, it was proposed the construction and presentation of a conceptual framework as main objective; the specific objectives were initially focused on understanding the context of education and the Brazilian manager role on matters relating to social and environmental dimensions of sustainability. After that, some elements were prospected and selected through researchers in Brazil and abroad, also in scientific events of management area. All of that was necessary to understand the current approach used to faculty development, their roles to integrate environmental issues in management education and the need for adjustments in this development. The methodological approach was based on Complex Thinking, through a qualitative research and interpretative orientation. From the data analysis, emerged the elements considered necessary to faculty development, aiming to transform the management education into a transcendent approach. The central element is related to faculty’s main roles, identifying the need for an expansion of problem solving capacity and creativity. Therewith, it was proposed a deeply understanding of spaces that favor personal transformation and faculty development. The development is empowered by an expansion of a vision and a connection to something larger than the teaching activity, being a stimulus to the consciousness of being part of something bigger, and motivating them to recognize that there is much to do for the good of humanity. Therefore, it was defined spirituality as driver of this development, in the sense that enable professors to search connection with transcendent aspects, perceiving it as part of a whole, greater than themselves, acting as a positive impact and being impacted by it as well. Thus, this thesis aims to assist in the development of environmental awareness in management field, so that organizations can minimize its social and environmental problems on society through its products and services, committing themselves with transparency and ethical values.

This dissertation study deems faculty development critical to meeting challenges associated with retirement, potential professor shortages, increasing adjunct populations, unprepared faculty, and accreditation standards in the community college. The study centers on seeking a current, in-depth understanding of faculty development at Metro Community College (a pseudonym). The participants in this qualitative study consisted of adjunct and full-time faculty members and administrators who communicated their perceptions of faculty development. The analysis discovered faculty member types (progressive and hobbyist adjunct and proactive, active, and reactive full-time faculty) who invest themselves in development differently depending on their position and inclination to participate. Faculty members generally indicated a desire for collegiality and collaboration, self-direction, and individualized approaches to development whereas administrators exhibited a greater interest in meeting accreditation standards and ensuring institutional recognition. The study also discovered a need to consider development initiatives for adjunct faculty members. The dissertation proposes an improved partnership between the adjunct and full-time faculty and the administration.

The purpose of this study is to describe the perceptions of faculty development programs by two groups of full-time community college faculty members—arts and sciences instructors and vocational-technical instructors. To guide the development of this study, the following research questions were formulated. 1. Do organized faculty development programs have the same impression on the arts and sciences faculty members as on the vocational-technical members? 2. What specific effects do these faculty members believe that faculty development programs have had on instructional strategies, related faculty activities and professional attitudes? 3. To what extent do these faculty members perceive that the faculty development program is related to the reward system? 4. To what degree do faculty members perceive that institutional or departmental innovations have resulted from faculty development programs. What types of innovations have occurred, and what types should occur?

abstract: As higher education embraces innovative educational models, support for the faculty members who must carry them out remains a vital ingredient for success. Despite this need, many institutions adopt innovations such as blended learning for all of the benefits afforded, with minimal consideration to meaningfully equip professors teaching these courses. “Faculty Learning Communities” (FLC’s) provide a powerful model of supporting and equipping faculty in their teaching practice. Nevertheless, ongoing and collaborative faculty development was historically unavailable to professors teaching undergraduate blended courses at Lancaster Bible College. Thus, the purpose of this qualitative action research study was to examine the ways that faculty perceived an FLC during the design and facilitation of a blended course. The Community of Inquiry (CoI) framework guided the design and facilitation of the FLC in fall 2018, as well as providing insight into measuring how learning communities formed during the FLC and while participants taught their courses. This FLC model blended learning for participants by occurring four times on campus, with online sessions following each in-person meeting. The faculty developer provided resources and support as faculty collaborated in designing their blended courses for the spring 2019 semester. Faculty perceptions of support were gathered in a focus group at the end of fall semester. During the spring 2019 semester, the faculty developer observed both on-campus and online sessions of the blended courses and led a second focus group about faculty perceptions of effectiveness and support. Qualitative data sets included video recordings of the FLC, focus groups, and class observations, field notes, and screenshots of online environments during the FLC and courses. Findings demonstrated substantial evidence of CoI measures of social presence, cognitive presence, and teaching presence were present in both the FLC and participants’ courses. These results affirmed the CoI framework provided a meaningful platform for faculty development. Additionally, participants perceived the FLC as supportive for their blended teaching practices, making direct mentions of support and indicating belief that broader institutional change be implemented toward this end to enhance faculty development opportunities. Limitations and implications of the study, as well as desired future research were explored. / Dissertation/Thesis / Doctoral Dissertation Leadership and Innovation 2019

The purpose of this study was to explore adjunct faculty perceptions of factors that influence participation in faculty development at a multi-campus Florida state college. To improve Florida state college adjunct faculty participation in faculty development, it was necessary to examine their faculty development needs and the incentives and barriers that influence their participation in faculty development. This study extended the research on characteristics of adjunct faculty and their faculty development interests. This quantitative study addressed the gap in the literature related to the scheduling, format, and communication preferences of a Florida state college adjunct faculty, related to faculty development. A survey research design was used to explore faculty development preferences of adjunct faculty who had taught for a minimum of one semester. An online survey was used to collect the data via Qualtrics. Adjunct faculty who taught in fall 2018 from all academic areas, and all four campuses were included in the sample. The response rate for this survey was 20%. A frequency distribution was constructed for the demographic data. Multiple regression was used to analyze the relationship between adjunct faculty participation in faculty development and background characteristics. Measures of central tendency were used to calculate the mean and standard deviation to identify faculty development needs, preferred conditions for faculty development, incentives that may encourage participation, and barriers that may hinder participation in faculty development opportunities, as perceived by respondents. The results indicate that the adjunct faculty who responded to the survey need faculty development training related to the following topics: instructional technology, student engagement, and instructional strategies. They indicated weekday evenings was the preferred time for faculty development, one to two hours workshops was the most feasible format, and college-wide email was their preferred method of communication for faculty development. There was no consensus on the preferred location, online or campus. Professional growth and life-long learning were the two incentives identified, by the majority of the adjunct faculty, which significantly or moderately encourages their participation in faculty development. Most of the adjunct faculty identified time and full-time job as the barriers which significantly or moderately hinders their participation in faculty development.

The role of teacher educators is vital to education, but when the population of public-school students shifts, or progress and advances in knowledge of the field or knowledge for teaching emerge, teacher education faces challenges. One such challenge involves a continuing increase in the proportion of second language learners entering primary and secondary schools, English learners (ELs) in this case. In such situations, teacher educators often do not have deep knowledge of second language acquisition or how to integrate attention to ELs within their regular courses. One response to this challenge is to provide professional development (PD) for teacher education faculty. This qualitative study explored how faculty responded to a PD focused on developing understandings of second language acquisition with opportunity to consider how it might be taken up in their own teaching of teachers. We interviewed eight teacher education faculty members about their learning and their response to participating in this PD effort. Using data analysis methods specified by Miles, Huberman, and Saldaña (2014), we gained a better understanding of how faculty responded to the PD in general and how it contributed to their positioning as participants within the PD. The importance of this study is that it can help professional development coordinators and facilitators understand the importance of positioning or orientation of participants as they begin a learning experience. Future research could examine ways in which learning opportunities can be designed to take into account the variability in these orientations.

Traditional teaching practices in undergraduate science, technology, engineering, and mathematics (STEM) courses have failed to support student success, causing many students to leave STEM fields and disproportionately affecting women and students of color. Although much is known about effective STEM teaching practices, many faculty continue to adhere to traditional methods, such as lecture. In this study, we investigated the factors that affect STEM faculty members' instructional decisions about evidence-based instructional practices (EBIPs). We performed a qualitative analysis of semistructured interviews with faculty members from the Colleges of Physical and Mathematical Sciences, Life Sciences, and Engineering who took part in the STEM Faculty Institute (STEMFI) professional development program at the university. We also observed the participants' teaching behaviors using the Classroom Observation Protocol for Undergraduate STEM (COPUS) and investigated the relationship between faculty teaching behaviors and the individual, social, and contextual factors identified from the interview data. We found that internal factors, including attitudes and self-efficacy, were significantly correlated with student-centered teaching behaviors, while social and contextual factors were not significantly correlated with teaching behaviors. This result suggests that in addition to promoting positive teaching cultures and reducing barriers, efforts to support faculty change should emphasize changing faculty attitudes.