Evaluating the effects of faculty development: theoretical framework and empirical implementation

ABSTRACT

This article implements a systemic framework to evaluate the long-term effects of a program characterized by a SoTL approach and a hybrid learning environment. The importance of the difference between the perception of long-term effects on individual professional development on the one hand and the development of collective practices on the other, is interpreted with reference to certain shortcomings of the faculty development program’s learning design and its non-alignment with institutional practices. Based on this in-depth research, concrete ways to take account of the complexity of faculty development programs are proposed, both for research into and development of such programs and their impact at individual and institutional levels.

KEYWORDS:

• Scholarship of teaching and learning
• hybrid learning environment
• learning design
• evaluation

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Bernadette Charlier

Bernadette Charlier is full professor at the University of Fribourg and Director of the Centre de Didactique Universitaire. Her current research interests are in the fields of adult education, educational technology, and higher education. Her recent work focuses on the evaluation of hybrid and distance learning systems.

Marie Lambert

Marie Lambert is pedagogical counsellor at the Centre de Didactique Universitaire. Her current research interests are in the field of faculty development.