Faculty developers come from a wide variety of disciplines, but all share experience in instructional development. Everyone can understand and relate to a curricular model and approach to instruction. In this instance, faculty development is just another form of instruction.
While the curricular model is incredibly useful in creating a framework for a faculty development evaluation plan, there are two key difference between academic curriculum and faculty development instruction programs. First, the curricular model is based on the assumption that students matriculate through academic degree programs and graduate. These programs are terminal. Faculty development, on the other hand, is continuous.
Different programs or offerings require different measurements in terms of both content and degree. Imagine throwing a pebble into a pond. Sometimes the pebble is small. In the case of faculty development, that would be a workshop. The impact—like the workshop itself—will be small. Other times the pebble is large, more like a rock, such as a course redesign that involves much of the faculty and requires large investments of staff time and energy. In that case, the effort is intended to make a big difference and its impact should be large.
Excerpted from How to Evaluate the Impact of Faculty Development Programs, a whitepaper based on Magna Online Seminar of the same title presented by Dr. Sue Hines, who directs the faculty development program and teaches in the Doctor of Education in Leadership program at Saint Mary’s University of Minnesota OrderNow