FACULTY DEVELOPMENT IN THE UNIVERSITY SETTING: PERSPECTIVES AND PRACTICES

Using a two-stage, mixed-method strategy of inquiry that follows symbolic interactionism, this study explores professional development/faculty development (PD/FD) practices and perspectives in the university setting. Four Midwestern universities, two public and two private, provided the setting for the research. The primary purpose of this study was to answer the question: What is the experience university professors have with professional development/faculty development (PD/FD). The literature presents many studies for K-12 and community college faculties; however, there is a need to study the topic within the university subculture. On-campus PD/FD programs offer faculty opportunities to improve and expand their teaching methodologies yet not all faculty participate. In Phase One, 180 faculty members representing five academic ranks from various disciplines in the College of Arts and Sciences were invited to complete a Faculty Questionnaire concerning their PD/FD practice and perspectives. In Phase Two, faculty participants (n = 9), who came from a convenience sampling of Phase One participants, shared their experience during face-to-face interviews that followed a semi-structure protocol. Although the initial response rate was 36% with 54 participants, only 32 surveys, 21.3% of the total mailing, met the delimitations. Additionally, 22 % reported that they do not currently participate in on-campus PD/FD programs because they either do not believe the programs meet their needs or they believe the programs are elementary in nature. Dickson, UMSL, 2006, p iv The results of this study are in agreement with the literature reviewed. Using inductive thematic analysis, PD/FD experiences may be classified along a time continuum from the developing faculty member’s Teaching Assistant (TA) experience, where critical self-reflection and commitment to teaching develop, to the senior professor, where obtaining tenure and promotions take precedence. There are three main areas of perceived learning needs: research, pedagogy, and administrative-functions-related topics. With regard to pedagogy, for change to occur in the classroom from PD/FD programs three conditions are primary: positive role models from faculty, supervisors, or mentors; openness to change; and feedback or social interactions with students, other faculty, and administrators. One’s self-directed learning practices and personal philosophy also contribute to faculties’ attitude and participation in PD/FD. Recommendations for further studies are suggested. Dickson, UMSL, 2006, p v I dedicate this work to my mother, J. B. Dickson, and the memory of my father, Dr. Ralph A. Dickson. They created the environment that nurtured my compassion for humankind, my passion for life, a respect for lifelong education, and a desire to do one’s best. They are my role models. Dickson, UMSL, 2006, p vi Acknowledgments Learning is a collaborative process; consequently there were times of sharing, evolving, presenting, and cheering that took place in the company of various groups and individuals whom I wish to thank. They all contributed to this learning experience. I am most grateful to my dissertation committee members, who pointed me in the right direction each time I came to another fork in the road: Dr. John Henschke, for your diligent review of my work as the chapters expanded; Dr. Phil Ferguson, for your courage and qualitative resources that challenged me; Dr. Nancy Singer, for your kindness from one who has a recent perspective on the dissertation process; and Dr. Cheryl Bielema, for your experience in faculty development. Together you provided me with fresh approaches, inspiration, and suggestions for making this study worthwhile. I also want to thank Dr. Kathleen Haywood and all the department assistants who answered my queries along the way. Your friendly responses given with a smile meant so much to me. Additionally, I am appreciative of the support from Dr. Peggy Cohen, Dr. E. Paulette Isaac-Savage, the doctoral students for their contributions along the way, and the TLC and library staff, who facilitated my technical and interlibrary requests. My supportive colleagues in the School for Professional Studies at Saint Louis University are also deserving of recognition. Dr. Mary Rose Grant, Dr. John Burke, Mr. Michael Wilkinson, and the administrative staff were extremely generous with their encouragement, resources, and advice whenever I was in need. Finally and most importantly, I thank the faculty who participated in this study by sharing their time and experiences with me. Without them, there would be no final report. Dickson, UMSL, 2006 p. vii TABLE OF CONTENTS Abstract . iii Dedication . v Acknowledgement . vi Table of