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dc.contributor.author Fassett, K.
dc.contributor.author Strickland, J.
dc.contributor.author Nelson Laird, T.
dc.contributor.author BrckaLorenz, A.
dc.date.accessioned 2019-09-16T16:35:18Z
dc.date.available 2019-09-16T16:35:18Z
dc.date.issued 2019-06-04
dc.identifier.uri https://hdl.handle.net/2022/23883
dc.description Presentation at the annual conference of Society of Teaching and Learning in Higher Education – Winnipeg 2019. en
dc.description.abstract The session provides a broad overview of current faculty development practices, the faculty members who participate, and how participation relates to the use of effective teaching strategies. The session will incorporate the Faculty Learning Outcomes Framework to help attendees situate how the participation in faculty development practices relates to potential classroom outcomes. Data come from the 2014-2018 administrations of the Faculty Survey of Student Engagement (FSSE) at 33 institutions. Patterns were examined based on faculty characteristics, disciplines, and demographics related to participation in teaching mentorships, teaching learning communities, and teaching-focused conferences. en
dc.language.iso en en
dc.publisher Society for Teaching and Learning in Higher Education Annual Conference en
dc.rights.uri https://creativecommons.org/licenses/by/4.0/ en
dc.title Faculty development for all? Investigating participation in development opportunities en
dc.type Presentation en


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