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Faculty Learning Faculty Learning Communities’ Impacts: Communities’ Impacts: Results of a National Results of a National Survey Survey Andrea L. Beach, Ph.D. Andrea L. Beach, Ph.D. Western Michigan University Western Michigan University Milton D. Cox, Ph.D Milton D. Cox, Ph.D Miami University Miami University The Professional and Organizational The Professional and Organizational Development Network Development Network October 30, 2005 October 30, 2005

Faculty Learning Communities’ Impacts: Results of a National Survey Faculty Learning Communities’ Impacts: Results of a National Survey Andrea L. Beach,

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Page 1: Faculty Learning Communities’ Impacts: Results of a National Survey Faculty Learning Communities’ Impacts: Results of a National Survey Andrea L. Beach,

Faculty Learning Communities’ Faculty Learning Communities’ Impacts: Results of a National SurveyImpacts: Results of a National Survey

Andrea L. Beach, Ph.D.Andrea L. Beach, Ph.D.

Western Michigan UniversityWestern Michigan UniversityMilton D. Cox, Ph.DMilton D. Cox, Ph.D

Miami UniversityMiami University

The Professional and Organizational Development Network The Professional and Organizational Development Network October 30, 2005October 30, 2005

Page 2: Faculty Learning Communities’ Impacts: Results of a National Survey Faculty Learning Communities’ Impacts: Results of a National Survey Andrea L. Beach,

Purpose of this SessionPurpose of this Session

Overview of Miami University’s 3-year FIPSE Overview of Miami University’s 3-year FIPSE funded FLC dissemination project, funded FLC dissemination project, “Developing Faculty Learning Communities to “Developing Faculty Learning Communities to Transform Campus Culture for Learning”Transform Campus Culture for Learning”

Presentation of results of follow-up surveyPresentation of results of follow-up survey

Discussion of survey resultsDiscussion of survey results

Page 3: Faculty Learning Communities’ Impacts: Results of a National Survey Faculty Learning Communities’ Impacts: Results of a National Survey Andrea L. Beach,

FLCs Defined FLCs Defined

Year-long, cross-disciplinary communities of Year-long, cross-disciplinary communities of 8-12 faculty members who collaboratively 8-12 faculty members who collaboratively engage in the exploration and implementation engage in the exploration and implementation of new (to them) teaching approaches.of new (to them) teaching approaches.

Cohort or Topic basedCohort or Topic based Focus course or projectFocus course or project Structured or semi-structured curriculumStructured or semi-structured curriculum

Page 4: Faculty Learning Communities’ Impacts: Results of a National Survey Faculty Learning Communities’ Impacts: Results of a National Survey Andrea L. Beach,

About the FIPSE FLC Project . . .About the FIPSE FLC Project . . .

Miami University and six adapting institutions: Miami University and six adapting institutions: Claremont Graduate University, Indiana University Claremont Graduate University, Indiana University

Purdue University Indianapolis, Kent State Purdue University Indianapolis, Kent State University, Notre Dame University, Ohio University, University, Notre Dame University, Ohio University, and The Ohio State Universityand The Ohio State University

Project sought to test the “Miami Model” and the Project sought to test the “Miami Model” and the success of mentored, accelerated adaptation – 12 success of mentored, accelerated adaptation – 12 FLCs at each institution in 3 years.FLCs at each institution in 3 years.

Page 5: Faculty Learning Communities’ Impacts: Results of a National Survey Faculty Learning Communities’ Impacts: Results of a National Survey Andrea L. Beach,

Individual Individual Classroom Classroom ActivitiesActivities

Individual Individual PartnershipsPartnerships

This FLC CommunityThis FLC Community

Miami Model: How FLC Components Are ConnectedMiami Model: How FLC Components Are Connected

Program Program ObjectivesObjectives

Program Program GoalsGoals

Presidents’ Presidents’ Day RetreatDay Retreat

All FLC All FLC presentpresent

The The Literature Literature

Knowledge Knowledge BaseBase

IndividualIndividualand Joint Efforts:and Joint Efforts:The ScholarshipThe Scholarship

of Teaching and Learningof Teaching and Learning

MentorsMentors

Student Student AssociatesAssociates

Other Other AssociatesAssociates

SeminarsSeminarsRetreatsRetreats

Lilly Lilly Teaching Teaching

ConferenceConferenceAttendanceAttendance

Lilly West Lilly West ConferenceConference

Focus Focus Course: Course:

Syllabus Syllabus TGI TGI

CATsCATsSGIDSGID

VideotapeVideotapeMini-PortfolioMini-Portfolio

Teaching Teaching ProjectProject

Page 6: Faculty Learning Communities’ Impacts: Results of a National Survey Faculty Learning Communities’ Impacts: Results of a National Survey Andrea L. Beach,

More Information on FLCsMore Information on FLCs

National Survey of FLCs – lists US and National Survey of FLCs – lists US and Canadian FLCsCanadian FLCs http://www.cgu.edu/include/FLCList.xlshttp://www.cgu.edu/include/FLCList.xls

Information about and Resources for FLCsInformation about and Resources for FLCs http://www.units.muohio.edu/flc/index.shtmlhttp://www.units.muohio.edu/flc/index.shtml

Miami’s Student Learning SurveyMiami’s Student Learning Survey http://http://

homepages.wmich.edu/~abeach/FLCAssessment.hhomepages.wmich.edu/~abeach/FLCAssessment.htmtm

Page 7: Faculty Learning Communities’ Impacts: Results of a National Survey Faculty Learning Communities’ Impacts: Results of a National Survey Andrea L. Beach,

Follow-up SurveyFollow-up Survey

In Spring semester, 2005, we used a web-based In Spring semester, 2005, we used a web-based survey to follow-up with the participants and survey to follow-up with the participants and facilitators of the FLCs created by the FIPSE project, facilitators of the FLCs created by the FIPSE project, as well as Miami University FLC participants from as well as Miami University FLC participants from the same time frame. (UND declined)the same time frame. (UND declined)

Survey developed by Miami U. and based on The Survey developed by Miami U. and based on The Teaching Goals Inventory (Angelo & Cross, 1993)Teaching Goals Inventory (Angelo & Cross, 1993)

648 invitations sent with 2 follow-up reminders.648 invitations sent with 2 follow-up reminders. 395 responses, for an overall response rate of 61%395 responses, for an overall response rate of 61%

Page 8: Faculty Learning Communities’ Impacts: Results of a National Survey Faculty Learning Communities’ Impacts: Results of a National Survey Andrea L. Beach,

Survey ResultsSurvey Results

Demographics:Demographics: 32% Assistant Professors32% Assistant Professors 20% Associate20% Associate 13% Full 13% Full 13% Graduate Students13% Graduate Students

59% Female59% Female 41% Male41% Male

Type of FLCType of FLC 22% Cohort22% Cohort 52% Topic52% Topic 26% Multiple/other 26% Multiple/other

Participation LevelsParticipation Levels 77% Participants only 77% Participants only 16% Participant and 16% Participant and

facilitatorfacilitator 6% Facilitator6% Facilitator

Page 9: Faculty Learning Communities’ Impacts: Results of a National Survey Faculty Learning Communities’ Impacts: Results of a National Survey Andrea L. Beach,

Survey Results: Faculty ChangesSurvey Results: Faculty Changes Top impacts in themselves faculty reported as a result Top impacts in themselves faculty reported as a result

of participation (on 5 point scale: 1= no impact, 5 = of participation (on 5 point scale: 1= no impact, 5 = very substantial impact):very substantial impact): 1. Perspective on teaching and learning and other aspects 1. Perspective on teaching and learning and other aspects

of Higher Education beyond their own discipline. Mean = of Higher Education beyond their own discipline. Mean = 3.93 3.93

2. Interest in the teaching process. Mean =3.862. Interest in the teaching process. Mean =3.86 3. Understanding of and interest in Scholarship of 3. Understanding of and interest in Scholarship of

Teaching (SoTL). Mean = 3.8Teaching (SoTL). Mean = 3.8 4. View of teaching as an intellectual pursuit. Mean = 4. View of teaching as an intellectual pursuit. Mean =

3.743.74 Total effectiveness as a teacher. Mean = 3.55Total effectiveness as a teacher. Mean = 3.55

Page 10: Faculty Learning Communities’ Impacts: Results of a National Survey Faculty Learning Communities’ Impacts: Results of a National Survey Andrea L. Beach,

Survey ResultsSurvey Results

Change in student learning believed to have resulted from Change in student learning believed to have resulted from individual FLC project (1=no amount, 5=a very substantial individual FLC project (1=no amount, 5=a very substantial amount):amount): Mean = 3.29, 46% reported a substantial or very substantial Mean = 3.29, 46% reported a substantial or very substantial

amount. 33% reported moderate amount. In total, 79% amount. 33% reported moderate amount. In total, 79% reported AT LEAST a moderate amount of change from reported AT LEAST a moderate amount of change from this.this.

Change in student learning believed to be a result of change in Change in student learning believed to be a result of change in faculty personal attitudes about teaching:faculty personal attitudes about teaching: Mean = 3.10, 35% reported substantial or very substantial Mean = 3.10, 35% reported substantial or very substantial

amount, 38% reported moderate amount. In total, 73% amount, 38% reported moderate amount. In total, 73% reported at least moderate amount of change from this. reported at least moderate amount of change from this.

Page 11: Faculty Learning Communities’ Impacts: Results of a National Survey Faculty Learning Communities’ Impacts: Results of a National Survey Andrea L. Beach,

Survey ResultsSurvey Results

FLC Project Undertaken. 6 project areas with over FLC Project Undertaken. 6 project areas with over 100 responses: 100 responses: Revised a course (160)Revised a course (160) Learned about/incorporated approaches to reach different Learned about/incorporated approaches to reach different

learning styles (150)learning styles (150) Designed & employed technology in a course (141)Designed & employed technology in a course (141) Designed guidelines for learning processes (e.g., Designed guidelines for learning processes (e.g.,

discussions) (123)discussions) (123) Investigated/improved grading schemes or rubrics (110)Investigated/improved grading schemes or rubrics (110) Surveyed students to obtain information to incorporate into Surveyed students to obtain information to incorporate into

teaching (104)teaching (104)

Page 12: Faculty Learning Communities’ Impacts: Results of a National Survey Faculty Learning Communities’ Impacts: Results of a National Survey Andrea L. Beach,

Survey ResultsSurvey Results

Student Learning Outcomes Changed as a Student Learning Outcomes Changed as a Result of FLC Activities:Result of FLC Activities: 23 of 31 items rated 3.00 or above (moderate 23 of 31 items rated 3.00 or above (moderate

amount). Most means were between 3.0 and 3.5 amount). Most means were between 3.0 and 3.5 on a 5-point scale.on a 5-point scale.

8 rated under 3.00, but only 1 (internships) under 8 rated under 3.00, but only 1 (internships) under 2.52.5

Page 13: Faculty Learning Communities’ Impacts: Results of a National Survey Faculty Learning Communities’ Impacts: Results of a National Survey Andrea L. Beach,

Survey ResultsSurvey Results

Top Student Learning Outcomes Changes. Top Student Learning Outcomes Changes. Development of:Development of:

An ability to work productively with others (3.50)An ability to work productively with others (3.50) Openness to new ideas (3.46)Openness to new ideas (3.46) A capacity to think for oneself (3.44)A capacity to think for oneself (3.44) Understanding of perspectives/values of course or discipline (3.39)Understanding of perspectives/values of course or discipline (3.39) Ability to think holistically (3.39)Ability to think holistically (3.39) Ability to think creatively (3.38)Ability to think creatively (3.38) Ability to synthesize and integrated information and ideas (3.37)Ability to synthesize and integrated information and ideas (3.37) Improved learning of concepts and theories (3.36)Improved learning of concepts and theories (3.36) Problem solving skills (3.35)Problem solving skills (3.35) Ability to apply principles and generalizations already learned to Ability to apply principles and generalizations already learned to

new problems and situations (3.35)new problems and situations (3.35)

Page 14: Faculty Learning Communities’ Impacts: Results of a National Survey Faculty Learning Communities’ Impacts: Results of a National Survey Andrea L. Beach,

Survey ResultsSurvey Results

Assessments used to Judge Changes in Student Assessments used to Judge Changes in Student Learning:Learning: 9 of 21 rated over 3.0 (a moderate amount), 9 of 21 rated over 3.0 (a moderate amount), Top 5:Top 5:

Better class discussion and engagement (3.58)Better class discussion and engagement (3.58) Better classroom atmosphere (3.50)Better classroom atmosphere (3.50) Better papers and writing assignments (3.46)Better papers and writing assignments (3.46) Students more interested (3.46)Students more interested (3.46) More successful achievement of existing learning More successful achievement of existing learning

objectives (3.38)objectives (3.38)

Page 15: Faculty Learning Communities’ Impacts: Results of a National Survey Faculty Learning Communities’ Impacts: Results of a National Survey Andrea L. Beach,

Survey ResultsSurvey Results

Teaching and Learning Approaches that Teaching and Learning Approaches that Resulted in Changed Student Learning:Resulted in Changed Student Learning: 5 rated over 3.55 rated over 3.5

Active learning (4.07)Active learning (4.07) Student centered learning (3.99)Student centered learning (3.99) Discussion (3.84)Discussion (3.84) Cooperative or collaborative learning (3.84)Cooperative or collaborative learning (3.84) Writing (3.54)Writing (3.54)

Another 5 rated over 3.0Another 5 rated over 3.0

Page 16: Faculty Learning Communities’ Impacts: Results of a National Survey Faculty Learning Communities’ Impacts: Results of a National Survey Andrea L. Beach,

DiscussionDiscussion

Results at adapting institutions were largely the same Results at adapting institutions were largely the same as at Miami University – only 4 variables were as at Miami University – only 4 variables were statistically significantly different (using t-tests), and statistically significantly different (using t-tests), and adapting institutions rated these higher:adapting institutions rated these higher: Faculty awareness of how to serve student learning needs Faculty awareness of how to serve student learning needs

(p=.04)(p=.04) Improved student learning of terms and facts (p=.03)Improved student learning of terms and facts (p=.03) Better student performance on tests (p=.04)Better student performance on tests (p=.04) Faculty reporting revitalization (p=.006)Faculty reporting revitalization (p=.006)

Page 17: Faculty Learning Communities’ Impacts: Results of a National Survey Faculty Learning Communities’ Impacts: Results of a National Survey Andrea L. Beach,

DiscussionDiscussion

Overall, faculty report at least moderate changes in Overall, faculty report at least moderate changes in student learning as a result of their participation in student learning as a result of their participation in FLCs, 1 to 3 years after their participation.FLCs, 1 to 3 years after their participation.

Faculty identified numerous learning outcomes in Faculty identified numerous learning outcomes in which they had observed or measured student change, which they had observed or measured student change, particularly in students’ abilities to think holistically, particularly in students’ abilities to think holistically, critically, and creatively, as well as their ability to critically, and creatively, as well as their ability to work productively with others. work productively with others.

Faculty noted better discussions and class Faculty noted better discussions and class atmosphere, as well as better written work, as ways atmosphere, as well as better written work, as ways they judged student learning improvements.they judged student learning improvements.

Page 18: Faculty Learning Communities’ Impacts: Results of a National Survey Faculty Learning Communities’ Impacts: Results of a National Survey Andrea L. Beach,

DiscussionDiscussion

Next stepsNext steps Experimental design – test the knowledge base and Experimental design – test the knowledge base and

attitudes of students in a focus course prior to a attitudes of students in a focus course prior to a faculty member’s participation, and after.faculty member’s participation, and after.

Survey the AI facilitators of FLCs about their Survey the AI facilitators of FLCs about their processes of facilitating faculty learning.processes of facilitating faculty learning.

Expanding into other sectors or areas – health Expanding into other sectors or areas – health professions, HBCUs, Community Colleges, 4-year professions, HBCUs, Community Colleges, 4-year comprehensive institutions.comprehensive institutions.