ERIC Number: EJ1465440
Record Type: Journal
Publication Date: 2022
Pages: 6
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2153-1900
EISSN: EISSN-2153-1919
Available Date: 0000-00-00
Using Professional Development to Increase Faculty Perceptions of Responsibility for Implementing Highly Equitable Classroom Practices
Brandilynn Villarreal; Kimberly Vincent-Layton; Edelmira Reynoso; Kayla Begay; Kimberly N. White
Journal of Faculty Development, v36 n1 p8-14 2022
The current study assessed the effectiveness of a two-part faculty-led equity-based faculty professional development learning session to reduce equity gaps and increase student retention and graduation rates at a Hispanic Serving and Minority Serving Institution. Data were collected from 153 faculty on the perceived responsibilities of college instructors to implement highly equitable classroom practices before and after participating in learning sessions. Despite initial high scores endorsing equitable classroom practices, the two-part learning session had a positive impact on faculty's perceptions of responsibilities to students. The results support efforts to sustain and institutionalize peer-to-peer equitybased faculty professional development programs.
Descriptors: Faculty Development, Teacher Attitudes, Teacher Responsibility, Equal Education, Teaching Methods, School Holding Power, College Faculty, Hispanic American Students, Minority Serving Institutions, Minority Groups
Magna Publications. 2718 Dryden Drive, Madison, WI 53704. Tel: 800-433-0499; e-mail: support@magnapubs.com; Web site: www.magnapublications.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A