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The study uses meeting notes, group-leader feedback, and a case study of one participant to explain how small-group faculty development can be designed for sustained teaching improvement. 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HJALMARSON  \nJILL K. NELSON  \nGeorge Mason University  \nLISA G. HUETTEL Duke University  \nKATHLEEN E. WAGE George Mason University  \nJOHN R. BUCK  \nUniversity of Massachusetts Dartmouth  \nWAYNE T. PADGETT  \nRose-Hulman Institute of Technology  \nABSTRACT  \nThis paper reports on a two-year project to form teaching development groups in engineering departments. The goal of each group was to discuss and implement interactive teaching strategies (e. g. , in-class problem solving) . The research design used meetings notes, feedback from group leaders and a case study of one participant to describe how the groups can be designed to support teaching development. This research was grounded in the following questions: What are the design principles underlying a successful, ongoing, small-group model for faculty teaching development? What logistical and structural features are important for ongoing faculty teaching development ina small-group format? This paper presents the five principles identified in the study and provides a case study of an engineering faculty member’s teaching innovations over the several years during and after his participation in the faculty development group.  \nKey words: faculty development, interactive teaching, learning communities  \nINTRODUCTION  \n“Student engagement, we argue, begins with faculty engagement.”(Chen, Lattuca, and Hamilton 2008, 341)  \n2021: VOLUME 9 ISSUE 4 1  \nADVANCES IN ENGINEERING EDUCATION  \nPractices for Implementing Interactive Teaching Development Groups  \nChen, Lattuca and Hamilton examined and described how students’ engagement in their learning is influenced by faculty members’ engagement in improving their teaching and increasing student involvement during class (2008) . They attributed students’ increased abilities to solve open-ended problems and practice good design to increased engagement with engineering content. Hence, faculty engagement in teaching begins with their own professional development to learn about strategies conducive to student engagement. The goal of our work with engineering faculty was to encourage the development and implementation of interactive teaching and formative assessment strategies that are consistent with models for how people learn. Much research has concluded that interactive teaching that includes regular formative assessment — moving beyond traditional lecture models —is more effective for students’ learning and engagement with engineering (Prince 2004; Smith et al. 2005; Freeman et al. 2014) . However, bridging the gap to implementation beyond laboratories and similar settings remains a challenge (Jamieson and Lohmann 2012) . Surveys of engineering departments have found that though there may be knowledge of research-based teaching practices, thereis still reluctance to use them (Henderson and Dancy 2011) .  \nWe propose, analyze, and elaborate on guiding principles for one possible model to address this challenge. The model design focuses on small teaching development groups in which faculty to discuss teaching practice and explore new teaching strategies. This model created and supported small groups of engineering and other faculty over a two-year period to use interactive, formative teaching strategies in their classrooms. The study employed a design research theoretical framework to shape the research and implementation. The researchers (first two authors of this paper) conducted a qualitative analysis of data collected during the two-year project. Our participants included tenured, tenure-track and term (teaching only non-tenure-line) faculty members, as well as graduate students; we refer to them collectively as “instructors” throughout this paper since they are all focused on teaching and learning in this ","cbCailMHnCHaaS4N","https://ap.wps.com/l/cbCailMHnCHaaS4N","pdf",1052592,24,"English","# Introduction\n# Background Literature\n# Practices for Implementing Interactive Teaching Development Groups","[{\"question\":\"What is the main goal of the teaching development groups described in the paper?\",\"answer\":\"To help engineering faculty discuss and implement interactive teaching and formative assessment strategies, including in-class problem solving.\"},{\"question\":\"How did the authors study and evaluate the effectiveness of the model?\",\"answer\":\"They used meetings notes, feedback from group leaders, and a case study of one participant’s teaching innovations over several years.\"},{\"question\":\"What research questions guided the project?\",\"answer\":\"They examined design principles for a successful ongoing small-group faculty model and identified logistical and structural features needed for continued faculty development.\"}]","Practices for Implementing Interactive Teaching Development Groups - Volume 9 - Issue 4 | PDF",1792066502]