Presenter:

Carol A. Hurney earned her Ph.D. in biology at the University of Virginia. Currently she is the founding director of the Center for Teaching & Learning at Colby College. In this role, she works with students and faculty to enhance the Colby academic culture through programs that encourage fresh perspectives on the teaching and learning endeavors informed by the scholarly literature. During Carol’s 20+ years of college teaching, she has taught introductory courses to Biology majors and non-majors infused with active learning, inquiry-based labs and authentic writing experiences. Her scholarly interests include learner-centered teaching, active learning, and measuring the impact of educational development on faculty.

Description:

Outcomes-based assessment evidences the value of educational development programs not only by documenting indicators such as participation and satisfaction but also by measuring changes in the target audience––faculty. Although direct measures of the impact of programs on teaching, assessed via classroom observations tools or syllabus and assignment rubrics are desirable, these methods are time-consuming and resource intensive. This keynote examines the methods used to develop three sets of validated, reliable survey scales that assess faculty learning related to several key dimensions of effective teaching––specifically how elements of pedagogical appreciation and reasoning influence how faculty rate the importance of evidence-based teaching practices. Additionally, this keynote will explore how these faculty learning scales can help educational developers measure the impact of their work on the teaching culture at their institutions.