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Abstract

This paper describes a study in which professors explored and refined their perspectives about pedagogy and university teaching. Results show that collaborative, inquiry-based faculty development influenced their growth as effective educators. More frequent feedback from students and colleagues was seen as a major factor in helping professors improve, while a sustained focus on professional inquiry was seen to contribute to professors’ deeper understanding of the intricacies and complexities of effective university teaching.

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Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

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