Cover

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Title Page, Copyright

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Contents

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p. v

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Foreword: Pathways from Faculty Learning to Student Learning and Beyond

Mary Taylor Huber

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pp. vii-xi

Faculty Development and Student Learning: Assessing the Connections provides a model for mapping this treacherous territory, where so many educators fear to tread. The authors, a multidisciplinary team from Carleton College, the Science Education Resource Center (SERC) at Carleton, and Washington State University (WSU), trace the effects on their two campuses of initiatives that have encouraged faculty to look closely and critically at student learning as...

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1 Connecting Faculty Learning to Student Learning

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pp. 16-28

The relationship between teaching and learning is fundamental to higher education. The premise of higher education is that teaching by highly educated individuals engaged in ongoing learning of their own produces a valuable opportunity for students to learn essential knowledge and skills that will prepare them for life and career. This book’s title captures some reigning...

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2 Sites of Faculty Learning

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pp. 29-42

Faculty learning about teaching inevitably reflects the institutional characteristics and opportunities/sites for learning that are available to faculty at a given institution. In any particular context, faculty learning takes place constantly, through multiple means and within varied locations—whether spatial or institutional. Evaluating the effects of faculty development on teaching and learning is similarly complicated by the necessity...

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3 Seeking the Evidence

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pp. 43-59

The project was named the Tracer Project to reflect its goal of tracing the effects of faculty development through changes in practice to an impact on student learning. As shown in figure 3.1, in its simplest form, this conceptualization can be envisioned as a direct path, one that can be understood by exploring the change in faculty attitudes and knowledge during the...

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4 Faculty Learning Applied

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pp. 60-86

This chapter explores the first links in the chain between professional development and improved student learning: the impact of professional development on faculty knowledge, skills, and attitudes and the subsequent changes in their teaching that result as they apply their learning. The chapter begins with a look at the most direct effects as described in the Direct Path, including the impact of...

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5 Spreading the Benefits

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pp. 87-106

Tracer Project data show that when an individual faculty member applies his or her learning to revise existing assignments or develop new ones, or to revise an existing course or develop a new one, he or she initiates a chain of improvements in teaching that amplify and spread the impact of professional development opportunities. When faculty members...

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6 Reaching Students

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pp. 107-128

This project sprang from a deceptively simple question: When faculty change their teaching, what is the impact on student learning? After three years of mixed methods investigation, the answer is that the connection is elusive but detectable. Literature connecting faculty development to student learning, while well developed in K–12 circles, is less common in the post...

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7 Faculty Development Matters

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pp. 129-144

Learning is both an individual and a collective activity. For faculty members, a spiral of learning lasts their entire careers, drawing on the lessons learned in their own teaching, from interactions with others, and from professional development—formal, self-directed, and resulting from routine campus activities. That learning is situated in and dependent on the context...

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Afterword: Afterward

Richard Haswell

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pp. 145-149

After Faculty Development and Student Learning, what comes next? My modest Colorado town bears the brazen motto “Gateway to All Season Fun.” Del Norte (pop. 1,655) exhibits the metaphor gateway as an enabling fiction, of a breed with other “gateways” around the United States. They each boast that only through here can you reach wherever. They...

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Acknowledgments

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pp. 150-151

Even a project with five co-investigators and co-authors could not have been completed without the assistance of many additional people. Perhaps deserving of first mention are the good folks at the Spencer Foundation, whose generous funding enabled the research detailed in this volume. But even before that support, grants from FIPSE (at Washington State University...

Appendix 1. Guide to Rating Critical Thinking

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pp. 152-155

Appendix 2. Methodologies in the Study at Carleton

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pp. 156-157

Appendix 3. History of the Critical Thinking Rubric

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pp. 158-159

Appendix 4. Rating Forms

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pp. 160-163

Notes

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pp. 164-165

References

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pp. 166-171

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About the Authors

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pp. 172-172

William Condon is Professor of English at Washington State University. He is co-author...