Instructional Development Program Research Articles

AI as Fad or AI as Lasting? Priorities for College Faculty Instructional Development for Generative Artificial Intelligence

As generative artificial intelligence (AI) continues to transform the landscape of education, college faculty must be equipped with the necessary skills to navigate this digital frontier effectively. This position paper argues that instructional development programs for college faculty related to generative AI should focus on three key aspects: enhancing fundamental teaching skills, making AI more familiar to educators, and preventing burnout. These three areas are interconnected and can collectively contribute to the success of AI integration in higher education. In this paper, I present and critique the ChatGPT output. I found the output to be cogent and potentially useful, but limited by inconsistencies, lack of details, and hallucinations. Although AI output may be useful for guiding practice at a surface level, it could not capture the human voice and attention to detail necessary for scholarship.

The Impact of an Instructional Development Program on College of Agriculture Faculty Members’ Teaching-focused Social Capital: A Mixed Methods Approach

The social aspect of faculty instructional development programs is increasingly recognized because the programs' impact is greatly influenced by social interactions among faculty participants. These interactions allow faculty members to reflect on and improve their teaching practices. Although the literature has shown that effective instructional development programs help develop faculty’s educational knowledge, attitudes, and teaching practices, little research has investigated how instructional development programs help faculty develop their teaching-focused social capital. To address this knowledge gap, this study examined the impact of an instructional development program, Teacher’s College, on faculty participants’ teaching-focused social capital development. The findings from the mixed-methods study indicated that Teacher’s College positively affected faculty participants’ teaching-focused social capital by promoting connections with individuals across the college and providing a supportive learning community. This study also found that online and socially distant meetings due to the pandemic and geographic distances diminished faculty participants’ opportunities to develop their social network and social capital. Based on the findings, we propose recommendations for Teacher’s College and future research in the evaluation of faculty instructional development programs.

In a long-winded road: Understanding the lived experiences of faculty members on module writing in the new normal

<p class="MsoNormal"><span lang="EN-US">The COVID-19 pandemic has caused unprecedented difficulties and obstacles for educational sectors, with no one knowing when it will end. The number of illnesses continued to rise while countries worldwide established plans and processes to limit the virus. To maintain and deliver a high-quality education notwithstanding community quarantine, the new normal should be incorporated into the formulation and implementation of the "new normal educational policy." Thus, this qualitative study sought to develop a deeper understanding of teachers' experiences in module writing. Specifically, it explored the challenges they experienced and identified the coping mechanisms they employed. A total of 15 participants were purposely selected who took part in an individual in-depth and semi-structured interview. The themes emerged as the challenges of the faculty members, namely: Insufficient training on module writing, lack of books & other resources, subjects are not in line with the field of specialization, overloaded number of subject preparations, and inadequate office supplies/equipment for reproduction of modules. Further, the themes on the coping mechanisms include collaboration with colleagues, self-motivation, proper time management, and initiative and resourcefulness. Hence, the faculty member's best practices and coping mechanisms to improve their teaching through module writing were indicators that they want to grow and embrace professional development. On the other hand, to address the identified problems, a proposed enhancement program will be initiated. The platform focused on Strengthening the “Campus’ Instructional Materials Development Program” and enhancing campus activities on developing instructional materials.</span></p>

Flipped Classroom Instruction as a Teaching Tool for Meaningful Learning of the core Subjects in Junior High School: Basis for Instructional Development Plan

This study aimed to determine the effects of two teaching methods namely, flipped classroom instruction and conventional instruction in teaching the least mastered competencies in the core subjects among Grade 8 students in one of the Junior High Schools in Zamboanga City who were purposively selected. A Quasi-Experimental Research using the non-randomized pre-test - post-test control group design and qualitative approach explored the effectiveness of the two teaching methods. The findings indicated that students in flipped classroom instruction and conventional instruction obtained higher scores in the post-test than the pre-test results in the core subjects. But, flipped classroom students got slightly higher mean scores as compared to those students who have been taught in the conventional instruction. However, statistically, no significant difference was found between the two methods in learning the least mastered competencies in Science, Mathematics and English. Further, results revealed that the students who were exposed to flipped classroom instruction and the conventional instruction improved in their level of knowledge in mastering the least learned concepts in the core subjects. The problems encountered in the flipped classroom model, however, were identified based on the interview conducted. It was found out that teachers were unfamiliar with the flipped classroom model and lack of time and resources hindered them to utilize the approach in their classes. Students were also challenged particularly on the availability of resources like gadgets and internet connection that resulted to disengagement of the students to watch the flipped videos at home. This study revealed that whatever method or approach used in teaching least mastered competencies would be considered effective in achieving life-long and meaningful learning. An instructional development program was developed to capacitate and elevate the performance of teachers in the implementation of the flipped classroom instruction to improve students’ performance.

Assessment Of Principal’s Instructional Leadership In Selected Public Schools: Basis For Instructional Development Program

By heart, a principal will remain a classroom teacher. His/Her appointment was not only based on educational qualifications but more importantly on experience and expertise as a classroom teacher. As a teacher rises from the ranks, he/she continues to teach but with lesser teaching loads. Being the principal, he/she primarily the instructional leader of the school despite the more administrative responsibilities on his/her shoulders. Educational leadership experts believed that principals must their role as instructional leader is 70 % and as administrator is 30 %. However, it has been observed that with the demanding administrative work, lesser attention is given to his/her role as an instructional leader. To find out how principals fulfill their role as instructional leaders, this study assessed the instructional leadership of principals in selected public schools in Metro Manila, Philippines. There were 150 elementary teachers who participated in the study. Using the contextualized Principal Instructional Management Rating Scale (PIMRS) by Hallinger (1982), it found out that the principals are fulfilling their roles as instructional leaders in terms of communicating the department’s development plans, promoting professional development, supervising and evaluating instruction, and providing incentives for teachers. However, they need to enhance their instructional leadership roles in three areas namely maintaining high visibility, monitoring student progress, and framing the department’s development plan.

Adapting Evidence-Based Practices to Improve Library Instruction: Using Customized Tools to Support Peer Mentoring and Observation

To improve the quality of our instruction and to contribute to student success, we designed an instructional development program using peer mentoring and observation grounded in evidence-based practices. We identified three methods of peer observation and mentoring to create an innovative progressively in-depth program that helps librarians understand what is happening in the classroom, and works within a community of practice to identify ways to improve the quality of our instruction. These tools, used in higher education, were then customized to work for information literacy instruction: Teaching Squares, the Teaching Practices Inventory - Information Literacy Instruction, and the Classroom Observation Protocol for Information Literacy. The customized tools help librarians identify evidence-based practices, enable them to understand what occurred in their classrooms, and lead to student-focused teaching. This article discusses the development of these tools and initial findings.

Exercising professional autonomy: Doctoral students’ preparation for academic careers

PurposeThe purpose of this study is to examine how doctoral students navigate preparing for an academic career, particularly through instructional professional development, in the context of the entire doctoral program. For doctoral students pursuing an academic position, the dissertation process provides one avenue for developing their skills and identities as independent researchers. Yet, research shows a need to provide support for student’ instructional professional development and to understand how they are shaped into educators and researchers.Design/methodology/approachA multiple case study methodology was designed to capture the perceptions and experiences of 21 alumni of an academic career preparation program at a large, public university. In this exploratory, qualitative study, semi-structured interviews and final reports from program coursework were analyzed using a modified analytic induction methodology.FindingsThis study employs elements of self-determination theory and transition theory to interpret doctoral students’ transitions into and through the instructional professional development program under study. The participants sought competence in their teaching by participating in this voluntary and supplemental program. These students exercised autonomy in the pursuit of this professional development and in overcoming challenges to relatedness in the form of non-supportive program structures, including curriculum and faculty.Originality/valueThis study contributes to the graduate education literature on the experiences of doctoral students as they prepare for and transition into their future academic careers.

The development of creative instructional program for architecture studio course

This purpose of this research to develop Creative Instructional Program for Architectural Studio Course. It focused on developing an efficient and effective instructional program that students enable to think in creative, clear and independent manner. Borg and Galls Research & Development method was chosen for this research, whereas M. Atwi Suparmans Instructional Development Program was applied on the overall program. Data collected from observations, interviews, documentations, and questionnaires was used to analyze the effectiveness and feasibility of this creative instructional program. This program has been implemented under instructional modules and tested in a formative evaluation to prove its effectiveness by comparing pre-test and post test results. The results of this research are the new Creative Instructional Program for Architectural Studio, five individual modules as instructional material, the Architecture Design Process Modification and the Creative Thinking Formulation to transform an idea into an architectural work for the beginner students.

Uncovering changes in university teachers’ professional networks during an instructional development program

This study examined (1) the extent to which university teachers’ networks changed while they participated in an instructional development program, (2) which mechanisms supported or constrained network change, and (3) the extent to which value was created through networks. Longitudinal social network data combined with follow-up interviews were collected over a 2-year time frame from 16 university teachers participating in an instructional development program. Results showed that teachers’ networks increased and remained relatively stable after the program had finished. Several underlying mechanisms for network change throughout the program were identified (e.g., departmental culture, network intentionality, trust). Moreover, both expressive (e.g., venting) and instrumental value (e.g., getting ideas or feedback) were created through teachers’ networks. This research contributes to our understanding of the social side of instructional development.

Instructional development for teachers in higher education: effects on students' learning outcomes

Evidence regarding the impact of teachers' instructional development on student learning in higher education is scarce. In this study, we investigate the impact of an instructional development program for beginning university teachers on students’ learning outcomes. We also explore whether this impact is dependent on class size and student level. Quantitative data were gathered from more than 1000 students at pre- and post-tests, using a quasi-experimental design. A multi-level analysis was conducted in which five models were estimated. The results show limited effects of teachers’ instructional development. Several interpretations and perspectives for further research are discussed.

Engineering Instructional Development: Programs, Best Practices, and Recommendations

BackgroundEconomic globalization, rapid advances in technology and cognitive science, and a worldwide movement toward outcomes‐based program accreditation increasingly require changes in the traditional model of engineering education design and delivery. As yet, no validated framework exists for designing instructional development programs that would equip engineering educators to make those changes. Existing programs consequently vary considerably in scope and effectiveness across countries and institutions.PurposeThis article reviews the content and structures of instructional development programs around the world and formulates a robust framework for designing and delivering effective programs for engineering educators.Scope/MethodLiterature on the design, implementation, and evaluation of instructional development programs is reviewed and summarized. Five criteria drawn from Raymond Wlodkowski's theory of adult learner motivation (expertise of instructors, relevance of content, choice in application, praxis [action plus reflection], and groupwork) are proposed as a framework for designing engineering instructional development programs, and the framework is applied to formulate recommendations for making programs effective. Research questions that should be explored to validate the framework are suggested.ConclusionWlodkowski's five‐factor theory of adult learner motivation provides a good framework for the design of engineering instructional development programs. The criteria are compatible with the cognitive science‐based How People Learn instructional model and also with recommendations of faculty development authorities. Making engineering instructional development effective at an institution will require applying the criteria to program design and delivery and creating an institutional expectation of faculty participation in the programs.

The Joy and Responsibility of Teaching Well

The Joy and Responsibility of Teaching Well

Instructional development for teachers in higher education: impact on teaching approach

Although instructional development for teachers has become an important topic in higher education, little is known about the impact it has on daily teaching practice. The lack of systematic programme evaluation is an ongoing concern. In this study we investigate by use of a quasi-experimental design, the impact of an instructional development program for beginning university teachers on their teaching approach. Quantitative pre-test as well as post-test data were assembled from 20 experimental teachers and 20 control teachers. At the post-test qualitative data were gathered too: 17 teachers of the experimental group and 12 teachers of the control group were interviewed. Paired t-tests and analysis of covariance with the pre-test scores as a covariate showed some effect of instructional development on teaching approach. The analysis of the qualitative data sustained this result. Our results reveal the influence of instructional development on teachers’ teaching approach being slightly different for teachers belonging to distinct disciplines. Several interpretations and perspectives for further research are discussed.

NETwork for Excellent Teaching; A Case Study in University Instructional Development

Establishing a creditable instructional development program on a university campus is a challenging assignment. Analyzing the situation from a performance technology perspective and using established principles of change agentry can help. The NETwork for Excellent Teaching program is an example of how results can be achieved relatively quickly and with limited re sources. Careful program design reduces some of the standard obstacles. Benefits include enhanced student learning, expanded faculty skills, and greater visibility and status for highquality instruction. This article describes features of the program and critical success factors for initiating and implementing similar programs.

Introducing Cooperative Learning through a Faculty Instructional Development Program

AbstractCooperative Learning was officially introduced in the College of Engineering at San Jose State University in 1995 with a two‐day workshop. The Faculty Instructional Development Program in the college maintains interest in the subjsect and provides support for instructors who use Cooperative Learning, through workshops and informal discussions (Conversations on Teaching). This paper discusses the effectiveness of the program in introducing, promoting, and implementing Cooperative Learning among the faculty and students in the college of engineering. A variety of performance criteria have been used in this assessment, some faculty‐centered and some student‐centered. The results indicate that although a relatively small percentage of faculty have chosen to adopt Cooperative Learning as a teaching tool in their courses, the impact on student attitudes and learning is significant, making the effort worthwhile.

Making the Transition from Soft to Hard Funding: The Politics of Institutionalizing Instructional Development Programs

The institutionalization of grant-funded instructional development programs is a political process. This paper reviews the experiences of programs that have both failed and succeeded to cross the hard-to-soft-money divide and the literature on planning and change in higher education, and offers strategies that will encourage institutionalization. Changing institutional culture, building a strong advocacy group, and gaining the support of key administrators are essential to program continuance.

Making the Transition from Soft to Hard Funding: The Politics of Institutionalizing Instructional Development Programs

Making the Transition from Soft to Hard Funding: The Politics of Institutionalizing Instructional Development Programs

Nurturing faculty vitality by matching institutional interventions with career-stage needs

A questionnaire study, modeled after Baldwin's 1979 research on faculty at a liberal arts college, was conducted with 42 Lilly Teaching Fellows and Lilly Mentors at a large, public, research-oriented university in the Southeast U.S.A. Results from the study support the notion that one of the keys to a successful instructional and faculty development program is to target activities to the academic career stage of the faculty member.

WHICH FACULTY DEVELOPMENT METHODS REALLY WORK IN COMMUNITY COLLEGES? A REVIEW OF RESEARCH

The rates of participation in and the effectiveness of instructional development programs in community colleges were investigated in a review of recent research literature. Most of the research was conducted with large sample surveys of faculty or program directors. Rather than theoretically derived measures of teaching and learning behaviors, the dependent variables in most studies consisted of opinions about program effectiveness. The findings indicate that, thus far, few community college teachers participate effectively in instructional development programs, that the teachers most in need of development are the least likely to participate, and that the form of most development workshops has been rated unfavorably by faculty and favorably by program directors. The most effective instructional development methods are those that respect teachers' desires to be experts in specialized disciplinary knowledge with specific teaching skills. These methods include instructional center consultants, microteaching...

Faculty perceptions of job rewards and instructional development activities

The purpose of this study was to explore the perceptions of faculty at a large urban university concerning: (a) personal and college rewards for various areas of job responsibilities, and (b) which programs and incentives to enhance teaching effectiveness would be most attractive to them. Faculty generally reported both teaching and scholarly activity to be personally rewarding, but perceived discrepancies between personal and college rewards for teaching, and between college rewards for teaching and scholarly activity. Although a wide range of instructional development programs and incentives was endorsed, the top rated options referred to institutional recognition of teaching excellence.