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FACULTY DEVELOPMENT IN MEMBER INSTITUTIONS OF THE FLORIDA FACULTY DEVELOPMENT CONSORTIUM: STRATEGIC PLANS, EVALUATION MODELS, ORGANIZATION, AND FUNDING

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Date Issued:
2006
Abstract/Description:
ABSTRACT 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.
Title: FACULTY DEVELOPMENT IN MEMBER INSTITUTIONS OF THE FLORIDA FACULTY DEVELOPMENT CONSORTIUM: STRATEGIC PLANS, EVALUATION MODELS, ORGANIZATION, AND FUNDING.
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Name(s): Ross, Laura, Author
Taylor, Rosemarye, Committee Chair
University of Central Florida, Degree Grantor
Type of Resource: text
Date Issued: 2006
Publisher: University of Central Florida
Language(s): English
Abstract/Description: ABSTRACT 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.
Identifier: CFE0001398 (IID), ucf:46956 (fedora)
Note(s): 2006-12-01
Ed.D.
Education, Department of Educational Research, Technology and Leadership
Doctorate
This record was generated from author submitted information.
Subject(s): faculty development
evaluation
strategic planning
professional development
Persistent Link to This Record: http://purl.flvc.org/ucf/fd/CFE0001398
Restrictions on Access: public
Host Institution: UCF

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