faculty development, evaluation, strategic planning, professional development
The purpose of this study was to examine strategic plans and evaluation models in light of organizational structures and funding to determine if member institutions in the Florida Faculty Development Consortium were investing in faculty development based on strategic and measurable criteria. Data were gathered through a mixed method survey mailed electronically to the individuals responsible for faculty development at 31 member institutions of the Florida Faculty Development Consortium. Even though the Consortium was comprised of public and private four-year institutions and public two-year institutions, faculty development programs in these institutions had similarities. Most programs had strategic plans, centralized faculty development units with dedicated staff, and institutional funding. In addition, most faculty development programs had evaluation models in which they collected reactionary responses, but little evidence existed that programs were measuring impact on faculty learning, faculty behavior change, or student success. It was concluded that member institutions in the Florida Faculty Development Consortium were investing in faculty development and providing faculty developers with dedicated time to attend to faculty development responsibilities. Member institutions were evaluating their efforts on strategic, goal-based criteria, but little evidence existed that they were evaluating based on measurable criteria.
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Doctor of Education (Ed.D.)
College of Education
Educational Research, Technology, and Leadership
Length of Campus-only Access
Doctoral Dissertation (Open Access)
Ross, Laura, "Faculty Development In Member Institutions Of The Florida Faculty Development Consortium: Strategic Plans, Evaluation Models, Organization, and Funding" (2006). Electronic Theses and Dissertations. 1001.