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Attitudinal and behavioural changes were measured through both quantitative pre- and post-participation inventories and qualitative review of written post-session tasks and reflection papers. Findings indicate a shift from teacher-focused, content-based approaches toward student-focused, learner-centered approaches, supported by active learning principles embedded in program design and delivery.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/exploring-the-impact-of-a-task-based-faculty-development-certificate-program-issue-1/599198/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/exploring-the-impact-of-a-task-based-faculty-development-certificate-program-issue-1/599198.png","ImageObject",300,407,{"name":92,"@type":93},"kopisore","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What did the task-based faculty development certificate program aim to change?","Question",{"text":112,"@type":113},"It aimed to improve faculty knowledge, attitudes, and behaviors to enhance the student learning environment.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were attitudinal and behavioral changes assessed in the study?",{"text":117,"@type":113},"Attitudinal and behavioral changes were assessed using quantitative pre- and post-participation inventories and qualitative analysis of written post-session tasks and reflection papers.",{"name":119,"@type":110,"acceptedAnswer":120},"What teaching approach shift did the results indicate?",{"text":121,"@type":113},"Participation contributed to a shift from teacher-focused/content-based approaches toward student-focused/learner-centered approaches.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},599198,1792172528,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":44,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},962090880963,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Exploring the Impact of a Task-Based  \nFaculty Development Certificate Program  \nShannon E. Rushe, Diane J. Salter St. Georges University  \nFaculty Development programs aim to improve the knowledge, attitudes and behaviours of teachingfaculty with the goal of enhancing the student learning environment. This article describes a two y- ear research project that explored the impact of a task-based faculty development certificate program. Attitudinal and behavioural changes were assessed by using both quantitative and qualitative measures. Participants’approaches to teaching were measured by administration of an establishedpre-andpost-participation inventory to provide quantitative data; qualitative analysis was conducted in a review of the written post-session tasks and reflection papers. Results suggest that participation in this certificate contributed to attitudinal and behavioural change with a shift from teacher focused/content-based approaches towards student focused/learner centered approaches to teaching.  \nLes programmes de perfectionnement du corps professoral visent à améliorer la connaissance, l’attitude et le comportement des enseignants de manière à fournir aux étudiants un meilleur milieu d’apprentissage. Dans cet article, nous présentons un projet de recherche qui a duré deux ans et qui portait sur l’incidence d’un programme de certificat en perfectionnement du corps professoral axé sur les tâches. On évaluait les changements dans l’attitude et dans le comportement au moyen d’outils quantitatifs et qualitatifs. On prenait la mesure des approches enseignantes des participants au moyen de relevés an amont et en aval de la participation de manière à recueillir des données quantitatives. Quant à l’analyse qualitative, elle provenait du matériel écrit, soit lestâches d’après-séance et les travaux réflexifs. Les résultats indiquent que la participation à ce programme decertificat a engendré des changements dans l’attitude et le comportement des professeurs, lesquels sont passésd’une approche axée sur l’enseignant et le contenu à une approche axée sur l’étudiant ou l’apprenant.  \nIn this  \nfaculty  \nstudy, the learners were cross-disciplinary who participated in a professional  \ndevelopment certificate program entitled “Basics and Beyond”. Our task-based faculty development program included core sessions on foundational principles as well as a wide range of elective sessions related to teaching and learning (Salter, Rushe and Jacobs, 2019) . Findings in this paper are based on a two-year research project conducted at St. George’s University (SGU) in Grenada. The project was approved by the Institutional Ethics Review Board. Our program was designed to serve multidisciplinary, international faculty at SGU. Like other institutions,  \nmany of our faculty enter the profession of teaching at the university level with content expertise but little prior experience in teaching, lesson planning or course design. Based on a needs assessment with oncampus stakeholders, many faculty felt that the goal of their teaching was to impart knowledge through didactic instruction and that, without prior pedagogical guidance, creating lessons which required active student involvement was challenging.  \nResearch strongly supports the view that active learning is more likely to promote deep versus surface learning (Biggs and Tang, 2005; Wilson and Fowler, 2005; and Chickering and Gamson, 1991) .  \nThis type of active learning is achieved by planning lessons that include learning tasks that require students to interact with the content (Laurillard, 2002; Littlejohn, 2003, Salter et al., 2004; and Vella, 2000) . Therefore, our goal was to create a program that engaged faculty in active learning activities and to subsequently be able to implement active learning principles in their own courses. In the design and delivery of the “Basics and Beyond” program we modeled an active learning, task-based approach which required participants to design simi","cbCaiaN8m6MlXECT","https://ap.wps.com/l/cbCaiaN8m6MlXECT","pdf",205233,"English","# Program focus and rationale\n## Background on teaching challenges\n# Research design and assessment methods\n## Quantitative pre- and post-measures\n## Qualitative analysis of tasks and reflections\n# Results and teaching approach shift\n## Teacher-focused to learner-centered change\n# Program structure and delivery\n## Post-session tasks and deliverables\n## Flexible entry and completion timelines\n# Certificate offerings and core session themes\n## Teaching and Learning certificates (three)\n## Core session topics","[{\"question\":\"What did the task-based faculty development certificate program aim to change?\",\"answer\":\"It aimed to improve faculty knowledge, attitudes, and behaviors to enhance the student learning environment.\"},{\"question\":\"How were attitudinal and behavioral changes assessed in the study?\",\"answer\":\"Attitudinal and behavioral changes were assessed using quantitative pre- and post-participation inventories and qualitative analysis of written post-session tasks and reflection papers.\"},{\"question\":\"What teaching approach shift did the results indicate?\",\"answer\":\"Participation contributed to a shift from teacher-focused/content-based approaches toward student-focused/learner-centered approaches.\"}]","Exploring the Impact of a Task-Based Faculty Development Certificate Program - Issue 1 | PDF",1792088328,23]