Peer observations, pre and post-conferences that model a peer coaching format. Large group learning sessions to use experiential, problem-based learning and adult learning theory for modeling effective teaching and to process experiences. Use of research-based elements of effective faculty development to identify and confront beliefs and assumptions, theory, demonstration, practice, feedback, coaching, and time. All group members are expected to practice strategies and techniques designed to promote active learning and higher order thinking in their classrooms between sessions. They log their results and are prepared to discuss them.
Faculty also spend time planning for instruction.
Research and Proposed Articles Data collected through formal interviews, informal discussions, observations of classroom practice, student focus groups and faculty writing will be used to develop a series of articles that deal with the faculty development model, impact of faculty development on faculty beliefs and classroom practice, and the impact of faculty development on students. These articles will be from a practitioner's perspective and can be tools for others who are working to implement faculty change and impact classroom learning. Underlying the following items is the fundamental belief in the importance of studying the nature of the learning process as a basis for designing instruction. Adults must confront their own individual beliefs about students, learning, and education before change can take place. Faculty is usually surprised when they examine their classroom expectations in relation to Bloom's cognitive levels.