Conference Tracks
Academic/ Professional Development - Research
Abstract
We are three years into an ongoing mixed method longitudinal study in which we employed focus groups, surveys, and student success data to assess the effectiveness of affective faculty professional development. Affective learning emphasizes the foundational skills and relationships necessary for effective learning. The results of the study provide insight into the effectiveness of affective pedagogical faculty training and best practices to ensure implementation of new teaching methods and tools in pedagogical applications. In addition to reviewing the current results of the study, workshop participants will experience examples of affective teaching from the perspective of the student and teaching practitioner.
Session Format
Presentation
1
Location
Scarbrough Three
Recommended Citation
Imhof, Elizabeth V., "Transforming Teaching Culture through Faculty Driven, Equity-Based SoTL Professional Development" (2020). SoTL Commons Conference. 89.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2020/89
Transforming Teaching Culture through Faculty Driven, Equity-Based SoTL Professional Development
Scarbrough Three
We are three years into an ongoing mixed method longitudinal study in which we employed focus groups, surveys, and student success data to assess the effectiveness of affective faculty professional development. Affective learning emphasizes the foundational skills and relationships necessary for effective learning. The results of the study provide insight into the effectiveness of affective pedagogical faculty training and best practices to ensure implementation of new teaching methods and tools in pedagogical applications. In addition to reviewing the current results of the study, workshop participants will experience examples of affective teaching from the perspective of the student and teaching practitioner.
