Document Type
Poster
Publication Date
10-2017
Abstract
A phenomenographic (qualitative) study at a research university identified five categories of description for how STEM instructors conceptualized the design/redesign of courses. These ranged from individual perceptions of (1) what to teach; (2) how to teach; and (3) reflection on teaching; to engagement with communities either (4) in a department to align course design; or (5) across the institution and beyond to align goals and leverage resources. The results suggest that faculty developers not only have the potential to develop individual teachers but to stimulate networks that are of value to instructors.
Recommended Citation
Stark, AM, Smith, GA, Sanchez, JA. (2017). Instructors’ conceptualization of course design and what matters in faculty development. Presented at Professional and Organizational Development Network in Higher Education Annual Conference, Montreal, Quebec, Canada.
Included in
Adult and Continuing Education Commons, Higher Education and Teaching Commons, Scholarship of Teaching and Learning Commons
