According to the Teacher-Centered Systematic Reform model of professional development, reforming instruction must consider personal and contextual factors in addition to general knowledge of reformed pedagogical strategies. The effect of personal factors, such as demographics and prior teaching experiences, and contextual factors, such as departmental and classroom cultures, on the impact of the professional development are less often measured when evaluating professional development efforts. In this project, evidence will be considered from different cohorts of first and second year chemistry assistant professors participating in the Cottrell Scholars Collaborative New Faculty Development Workshop. This 1.5 day workshop primarily seeks to introduce these faculty to evidence-based instructional practices and basic learning theories. This workshop also gives the faculty opportunities to practice a brief “teaching tidbit” in which they present a short teaching activity to peers and receive feedback. A large amount of data has been collected from instructors via surveys and classroom observations during four time points, before, immediately after, 1 year after, and 3 years after the workshop. Results from this presentation will focus on data that yields insights into the impact of the workshop and the roles that personal and contextual factors play in these outcomes.

Roles of personal and contextual factors in the characterization of the impact of the Cottrell Scholars Collaborative New Faculty Development Workshop

253rd National Meeting (2017)

The official archive and repository for all ACS Meetings & Expositions abstracts and select posters or presentations.