Table 1 Features of CAUSE from the primary literature
Research and theoretical models for faculty development programs | CAUSE faculty development program | |
|---|---|---|
Interconnected model of professional growth (Clarke & Hollingsworth, 2002) | Beliefs about teaching | Read Instructor Mindset paper (Canning et al., 2019) |
Awareness of alternatives | Exploration Phase: Reading the literature | |
Implementing new teaching practices | Implementation Phase: Practice in classroom | |
Changes in student performance | Achievement gap reports each quarter | |
Best practices for faculty development (Henderson et al., 2011) | Long-term support | Two-year program commitment |
Recognize university as a complex system | Work at department level and select departmental leads | |
Encourage faculty reflection | Provide quarterly PORTAAL and achievement gap reports | |
Systems thinking University as an ecosystem (Austin, 2011) | Structural: department culture | Department leads recruited faculty to program |
Human resources: community of practice | Biweekly group discussions | |
Political: assessment data | PORTAAL and achievement gap reports | |
Symbolic: travel awards and Provost recognition | $2,000 for travel to national conference to present work on transformation of course | |