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Qualitative findings indicate engagement in an interactive program with clear learner-centred outcomes and reflective practice positively influenced faculty perceptions and approaches to teaching, while also identifying participation barriers. The program’s structure and course delivery are summarized, including peer facilitation, blended seminars, online assignments, reflective journaling, practical application, and developmental feedback.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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is the focus of the three-year teaching development program described in the document?","Question",{"text":62,"@type":63},"The program supports faculty through seven courses and a capstone project designed to build knowledge and skills for instructional roles, emphasizing learner-centred teaching and reflective practice.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"How did the study assess the impact on faculty participants?",{"text":67,"@type":63},"Faculty participated in a study with pre-test and post-test measures, unstructured focus groups, coursework analysis, and individual interviews after receiving ethics approval.",{"name":69,"@type":60,"acceptedAnswer":70},"What were the reported outcomes of faculty participation?",{"text":71,"@type":63},"Initial qualitative theming indicates positive impacts on faculty perceptions of teaching and their approaches to teaching, alongside identified barriers that limited full 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Red Deer College  \nDoes participation in a reflective teaching development program transform educators? In a three-year teaching development program, faculty met in small interdisciplinary groups with peer facilitators and used online resources to complement their learning activities. The first two cohorts of participants found that involvement in a teaching development program encouraged them to develop self-reflective practices that they viewed as positively impacting their teaching. While valuing the collaborative and collegial relationships created through program participation, as these supported their individual growth and development, faculty also identified challenges that created barriers to their participation in the program.  \nLes éducateurs ressortent-ils transformés de leur participation à un programme de perfectionnement de l'enseignement réflexif? Dans un programme de trois ans visant le perfectionnement de l'enseignement, des professeurs se sont réunis en groupes interdisciplinaires animés par des collègues et ont ajouté l'utilisation de ressources en ligne à leurs activités d'enseignement. Les membres des deux premières cohortes ont estimé que leur participation à un programme de perfectionnement de l'enseignement les a incités à mettre au point des pratiques ayant, selon eux, un effet positif sur leur enseignement. Ils ont jugé que les relations collégiales et collaboratives nouées dans le cadre du programme ont contribué à leur croissance et à leur perfectionnement individuels, mais ils ont aussi souligné des difficultés qui faisaient obstacle à leur participation au programme.  \nUniversities have a long history of  \ndevelopmental programs related to different aspects of faculty roles and identities (Ouellett, 2010) . Though colleges in Canada and the United States share this history, there have been fewer studies focusing on the context specific to colleges (Eddy, 2005). Pamela L. Eddy found that the top three goals of faculty development programming at community colleges in the United States were:  \ncreating/sustaining a culture of teaching excellence; advancing new teaching and learning initiatives; and responding to individual faculty goals (Eddy, 2005). If the goals of faculty development programming relate to these areas, then it is important to assess the impact of programs on faculty participants (Postareff, 2007; Postareff, 2008).  \nIn examining the impact of a three-year teaching development program on faculty at a  \ncomprehensive community college in Canada, we focused on two questions:  \n1) Does participation in a teaching development program influence cognition, affect, and behaviour related to teaching?  \n2) Does participation influence movement towards more learner-centred teaching?  \nFollowing approval from the Red Deer College Research Ethics Board, faculty participants in the program were invited to take part in the research study (voluntary with no remuneration) consisting of a pre-test and post-test, unstructured focus group sessions, analysis of participants' coursework, individual interviews, and student focus groups. Due to lack of participants, no student focus groups were conducted and the qualitative analysis, which is the focus of this article, was based on the faculty participant focus groups, their coursework, and individual interviews. The initial theming of the qualitative data indicates that engagement in a teaching development program, designed as an interactive program with clear outcomes and curriculum based on learner-centeredness (Weimer, 2013) and reflective practice (Rogers, 2001), positively impacted faculty, their perceptions about their teaching, and their approaches to teaching. Faculty also identified barriers to their full participation in the program.  \nOverview of the Program  \nThe Excellence in Teaching and Learning Program at Red Deer College","cbCailDrToLlp4ZS","https://ap.wps.com/l/cbCailDrToLlp4ZS","pdf",173131,"English","# Overview of the Program\n# Program Design and Delivery\n## Learner-centred practice alignment\n## Courses (modules) and assignments\n# Research Questions and Study Approach\n## Method and data sources\n# Faculty Outcomes and Identified Barriers","[{\"question\":\"What is the focus of the three-year teaching development program described in the document?\",\"answer\":\"The program supports faculty through seven courses and a capstone project designed to build knowledge and skills for instructional roles, emphasizing learner-centred teaching and reflective practice.\"},{\"question\":\"How did the study assess the impact on faculty participants?\",\"answer\":\"Faculty participated in a study with pre-test and post-test measures, unstructured focus groups, coursework analysis, and individual interviews after receiving ethics approval.\"},{\"question\":\"What were the reported outcomes of faculty participation?\",\"answer\":\"Initial qualitative theming indicates positive impacts on faculty perceptions of teaching and their approaches to teaching, alongside identified barriers that limited full participation.\"}]","Challenges and Successes: Faculty Reflections on a College Teaching Development Program | PDF",1792087998,25]