Abstract
This session will describe how initiatives that promote institutional effectiveness can lead faculty members to engage in SoTL. We will review two faculty development initiatives at our university that are not officially designed to develop SoTL projects but that nevertheless have provided opportunities for faculty members to develop such projects. One program, which trains program directors to develop and assess student learning outcomes effectively and efficiently, not only produces data to evaluate the program but also provides a database for SoTL projects. The other program, the Curriculum Design Academy, requires participating academic departments to develop assessment plans to evaluate the effectiveness of their proposed curriculum revisions; those assessment plans are opportunities for the development of SoTL projects. Attendees at this session will consider how faculty development programs at their institutions can become routes for SoTL projects and how teaching and learning centers provide support and consultation for those efforts. We will present evidence of the effectiveness of these programs, in terms of participant self-report and with examples of designs for SoTL projects.
Location
Room 2005
Recommended Citation
Richardson, Deborah; Bledsoe, Robert; Wyatt, Adam; and Whiting, Raymond, ""Indirect" Routes for Encouragement of Faculty Engagement in SoTL" (2015). SoTL Commons Conference. 27.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2015/27
"Indirect" Routes for Encouragement of Faculty Engagement in SoTL
Room 2005
This session will describe how initiatives that promote institutional effectiveness can lead faculty members to engage in SoTL. We will review two faculty development initiatives at our university that are not officially designed to develop SoTL projects but that nevertheless have provided opportunities for faculty members to develop such projects. One program, which trains program directors to develop and assess student learning outcomes effectively and efficiently, not only produces data to evaluate the program but also provides a database for SoTL projects. The other program, the Curriculum Design Academy, requires participating academic departments to develop assessment plans to evaluate the effectiveness of their proposed curriculum revisions; those assessment plans are opportunities for the development of SoTL projects. Attendees at this session will consider how faculty development programs at their institutions can become routes for SoTL projects and how teaching and learning centers provide support and consultation for those efforts. We will present evidence of the effectiveness of these programs, in terms of participant self-report and with examples of designs for SoTL projects.
