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dc.contributor.author Fassett, Kyle
dc.contributor.author BrckaLorenz, Allison
dc.contributor.author Hiller, Stephen
dc.contributor.author Nelson Laird, Tom
dc.date.accessioned 2020-08-17T18:46:16Z
dc.date.available 2020-08-17T18:46:16Z
dc.date.issued 2020-04
dc.identifier.uri https://hdl.handle.net/2022/25781
dc.description.abstract Research on faculty teaching development is robust, with small-scale research studies on specific teaching development experiences or practices in particular fields. To contextualize the myriad of teaching development efforts available to faculty, this large-scale multi-institution study of nearly 4,500 faculty seeks to broaden our understandings of who participates in teaching development practices, how their participation relates to their institutional environments, and how their participation connects to use of effective teaching practices. Results show there are some notable trends by field, identity, the type of courses taught, and institutional characteristics. The overview of professional development participation in this study gives strength to positive findings from smaller-scale research studies and provides a solid base for more specific studies of these practices. en
dc.language.iso en en
dc.title A multi-institutional study of teaching development opportunities and faculty practice en
dc.type Presentation en


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