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Characteristics of Successfull Faculty Development Programs

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  1. Characteristics of Successfull Faculty Development Programs Hanno van Keulen (Utrecht University; j.vankeulen@uu.nl) & Riekje de Jong (Radboud University Nijmegen; r.dejong@iowo.ru.nl) The Netherlands ICED 2008, Salt Lake City www.ru.nl/iowo/actueel/2008iced

  2. Contents • A word on the Dutch context • Relationship between academic development and student learning • Characteristics of staff/faculty development or teaching certificate programs • What is ‘success’ in the context of teaching certificate programs? • Attempts to correlate characteristics of programs to success and to attribute success to certain characteristics • Discussion Characteristics of Succesfull Faculty Development Programs

  3. Characteristics of Succesfull Faculty Development Programs

  4. The Dutch context • Population 16 million • 14 (research) universities with 200.000 students • Universities have different histories with respect to Teaching Certificate Programs • Audit of Teaching Certificate Programs in 2007 • Mutual recognition of Teaching Certificates in January 2008 Characteristics of Succesfull Faculty Development Programs concept 2

  5. Characteristics of Succesfull Faculty Development Programs

  6. A far too simple model Teaching CertificateProgram Teaching StudentLearning Characteristics of Succesfull Faculty Development Programs

  7. Questions on mechanisms and correlations • We want to correlate ‘characteristics’ of teaching certificate programs to ‘success’ • What do we mean with ‘success’? • Is there a causal chain between a professional development program and ‘success’? • Is it possible to detect effects – and attribute these to certain characteristics - that are significant? Characteristics of Succesfull Faculty Development Programs concept 2

  8. Contextual factors Contextual factors Contextual factors Teacher characteristics Student characteristics Teaching CertificateProgram Teaching StudentLearning Curriculum factors Institutional factors A more complicated model Characteristics of Succesfull Faculty Development Programs

  9. Characteristics of teaching certificate programs (in the Netherlands)

  10. Criteria from the Audit of Teaching Certificate Programs Implementation Assessment Content Formal, institution-wide program Civil effect 'Substantive' Formal assessment procedure with key influence from stakeholders Supported and facilitated by the top Competence based Reflection on performance Characteristics of Succesfull Faculty Development Programs

  11. What is a ‘substantive’ program? • ‘Anything goes’, as long as it results in the competences needed for their job (with regard to student learning). • It has to address: • Content/discipline-specific knowledge • Instructional design & preparation • Instruction (lecturing, small group tutoring, etc) • Assessment & evaluation • Generic skills (cooperation, teamwork) Characteristics of Succesfull Faculty Development Programs

  12. certificate Teacher competences assessment coaching intake reflection portfolio development teacher courses study materials teacher's teaching practice ‘Anything goes’ time Characteristics of Succesfull Faculty Development Programs

  13. Some theory on ‘effective’ programs • Intense (not just a few seminars) • In situ: learning with your colleagues in the context of your own teaching • Not only training, but also coaching, mentoring, supervision, intervision • Taking advantage of the outcomes of student evaluations • Focusing on conceptual change • (See, e.g., Prebble, T., H. Hargraves, et al. (2004). Impact of student support services and academic development programmes on student outcomes in undergraduate tertiary study: a synthesis of the research. New Zealand, Ministry of Education). Characteristics of Succesfull Faculty Development Programs

  14. Results from the audit • All universities will have a teaching certificate program functioning by the end of 2008 • Top management is responsible for the certification • Mandatory for new academics in all universities • Substantive programs available at all universities • Most universities use a portfolio as an assessment tool • All programs are different! • The question is: what works???? Characteristics of Succesfull Faculty Development Programs

  15. Analysis of Teaching Certificate Programs in the NL • We looked for differences and similarities with respect to: • Scope and numbers (who are to be certified?) • Institutional implementation • Contents, format and aims of the programs • Educational philosophy • Durations, extent and facilitation of the programs • Assessment procedures • Related programs (Senior Teaching Certificate; Educational Leadership; other support programs for educational development) • Career options Characteristics of Succesfull Faculty Development Programs

  16. What is ‘success’ with regard to teaching certificate programs?

  17. How to drive the big wheel? Characteristics of Succesfull Faculty Development Programs

  18. Methods • Literature review • Data were collected from all 14 universities: • Document analysis • Audit/review of teaching certificate programs • Informal contacts • Questionnaires Characteristics of Succesfull Faculty Development Programs

  19. Characteristics of Succesfull Faculty Development Programs

  20. When is a program successful? • When it contributes to the aims and values of society • Quality of student learning • Quantity of (able) graduates • ‘Value for (tax payers) money’ • When it contributes to the university’s mission • Student influx and throughput (‘we’re big’) • High scores on comparative ratings (‘we’re good’) • Identity (‘we’re special’) • When it contributes to the aims of the participants and direct stakeholders • Satisfaction and personal development • Career possibilities and status • Meeting the requirements of your job Characteristics of Succesfull Faculty Development Programs

  21. Contextual factors: - Culture - Job & other obligations - Facilities Student characteristics: - Talent - Study skills - Previous knowledge StudentLearning Institutional factors: - Facilities - Curriculum- Peers Some other factors influencing student learning Quality of learning Number of graduates Value for money Characteristics of Succesfull Faculty Development Programs

  22. Contextual factors: - Culture - Research obligations - Facilities Teacher characteristics: - Talent - Knowledge - Experience - Motivation Teaching Curriculum factors: - Teaching philosophy - Previous courses - Facilities - Colleagues Some other factors influencing teaching quality Content Organization Student centred High demands Enthusiasm Characteristics of Succesfull Faculty Development Programs

  23. Contextual factors: - HR Management - Educational development initiatives - Support from outside the university Teaching CertificateProgram Factors influencing Teaching Certificate Program certified teacher Characteristics of Succesfull Faculty Development Programs

  24. Parameters we looked for • The number of staff/faculty that qualifies for certification • Numbers and percentages • Enhanced student learning/quality of education • Student evaluations and assessment results • Reputation (national surveys); output and throughput • Acceptance and satisfaction with the program by those who teach and their peers and superiors • Time devoted to professional development as normal practice • Course evaluation and job satisfaction • Internal and external recognition by the public, politics, government, students and relevant bodies • Prizes; grants; career options; accreditations; influence; status of the profession; rankings Characteristics of Succesfull Faculty Development Programs

  25. Scaling the parameters • Number of certificates: • 0; 0-10%; 10-30%; 30-60%; 60%+ • Student learning • No indications; effects possible; effects likely • Satisfaction and acceptance • Up-hill struggle; intermediate; normal practice • Recognition • None; some; clear Characteristics of Succesfull Faculty Development Programs

  26. Correlations between (characteristics of) programs and success

  27. Certificates & in training Characteristics of Succesfull Faculty Development Programs

  28. Overall outcomes Characteristics of Succesfull Faculty Development Programs

  29. Correlations, attributions and explanations • We attribute success in part to: • Consistency between goals, content, form and assessment • Lasting support from higher management • Incorporation in human resource management, tenure procedures and career development • Alignment with the university’s strategic aims and long term educational ambitions Characteristics of Succesfull Faculty Development Programs

  30. Contextual factors: - Culture - Job & other obligations - Facilities Contextual factors: - Culture - Research obligations - Facilities Contextual factors: - HR Management - Educational development initiatives - Support from outside the university Teacher characteristics: - Talent - Knowledge - Experience - Motivation Student characteristics: - Talent - Study skills - Previous knowledge Teaching CertificateProgram Teaching StudentLearning Curriculum factors: - Teaching philosophy - Previous courses - Facilities - Colleagues Institutional factors: - Facilities - Curriculum- Peers Model still in progress accredited course graduated student certified teacher Characteristics of Succesfull Faculty Development Programs

  31. Reflections for the future • Standards and frameworks are helpful!? • Emphasis on teaching does not necessarily hurts research!? • Focus on performance and competences and not on participation and satisfaction!? • Career possibilities for teachers!? • Staff/faculty development as academic (‘high status’) enterprise!? Characteristics of Succesfull Faculty Development Programs