Studies of faculty development efforts at a liberal arts college and a land-grant university suggest the programs can have an impact on student outcomes.

Inside Higher Ed reports.

New study suggests that faculty development has a demonstrable impact on student learning

Intuitively, it makes sense that professors who spend time developing their teaching skills will become more effective instructors — and that that will eventually translate to better student outcomes. Practically speaking, though, the challenges of (and the variables involved in) tracing the effects of professional development on student learning are myriad. That’s probably why the research on the matter is patchy, relying largely on self-reported measures. But a new book based on data from two very different institutions purports to show that faculty members can learn to become more effective teachers.

“Broadly speaking, faculty development has measurable impacts on teaching,” the book says. “Existing research and the current project confirm that faculty consistently self-report learning gains aligned with workshop goals at the end of these experiences.” Moreover, it continues, faculty members’ accounts demonstrate that they can look back at past development opportunities and describe changes in their teaching aligned with these goals. An analysis of subjects’ syllabi, assignments, methods and grading scales backs up those claims — as does a review of student work.