Students benefit when faculty develop their teaching practice. This study aimed to identify why faculty seek professional development (PD), barriers to addressing classroom needs, and the benefit of PD in developing an understanding of classroom diversity at an HSI. Data from over 400 participants indicate a desire for classroom and online engagement activities. Faculty also described PD as facilitating the building of a community of peers engaged in student success while better understanding shifting demographics.
BarrR. B.TaggJ. (1995). From teaching to learning—A new paradigm for undergraduate education. Change: The Magazine of Higher Learning, 27(6), 12–26.
2.
Benito-CapaÁ.GreenN. A.PopelyD. R.SchneiderheinzeA. T.Thai-GarciaP. M. (2017). Developing faculty to provide university students with improved learning experiences: The role of centers for teaching and learning. Higher Learning Research Communications, 7(2), 1–12.
3.
BoyerE. L. (1990). Scholarship reconsidered: Priorities of the professoriate. Princeton University Press.
4.
BridgelandJ. M.DilulioJ. J.MorisonK. B. (2006). The silent epidemic: Perspectives of high school dropouts. https://eric.ed.gov/?id=ED513444
5.
BrownellS. E.TannerK. D. (2012). Barriers to faculty pedagogical change: Lack of training, time, incentives, and. . . tensions with professional identity?CBE—Life Sciences Education, 11(4), 339–346.
6.
CondonW.IversonE.ManducaC.RutzC.WillettG. (2016). Faculty development and student learning: Assessing the connections. Indiana University Press.
7.
de BreyC.MusuL.McFarlandJ.Wilkinson-FlickerS.DilibertiM.ZhangA.BranstetterC.WangX. (2019). Status and trends in the education of racial and ethnic groups 2018 (NCES 2019-038). National Center for Education Statistics.
8.
Deil-AmenR. (2011). The “traditional” college student: A smaller and smaller minority and its implications for diversity and access institutions. Paper prepared for the for Mapping BroadAccess Higher Education conference, Stanford University. https://cepa.stanford.edu/sites/default/files/2011%20Deil-Amen%2011_11_11.pdf
9.
DoranE. E. (2015). Negotiating access and tier one aspirations: The historical evolution of a striving Hispanic-serving institution. Journal of Hispanic Higher Education, 14(4), 343–354.
10.
GinsbergS. M.BernsteinJ. L. (2011). Growing the scholarship of teaching and learning through institutional culture change. Journal of the Scholarship of Teaching and Learning, 11(1), 1–12.
11.
Hungerford-KresserH.Amaro-JiménezC. (2020). The teacher preparation initiative: A professional development framework for teachers and teacher educators. Journal of Education for Teaching, 46(1), 117–119.
12.
HustonT.WeaverC. L. (2008). Peer coaching: Professional development for experienced faculty. Innovative Higher Education, 33(1), 5–20.
13.
KomarrajuM.MusulkinS.BhattacharyaG. (2010). Role of student–faculty interactions in developing college students’ academic self-concept, motivation, and achievement. Journal of College Student Development, 51(3), 332–342.
14.
LincolnY. S.GubaE. G. (1985). Naturalistic inquiry. Sage Publications.
15.
McCormickN. J.LucasM. S. (2014). Student retention and success: Faculty initiatives at Middle Tennessee State University. Journal of Student Success and Retention, 1(1), 1–12.
16.
McDavidL.ParkerL. C.BurgessW.RobertshawB.DoanT. (2018) The combined effect of learning space and faculty self-efficacy to use student-centered practices on teaching experiences and student engagement. Journal of Learning Spaces, 7(1), 29–44
17.
MillerM. D.DicksonK. L.KochR. L. (2019). Empowering faculty to support academic persistence through a blended, scholarship-based faculty professional development program: The persistence scholars program. Journal of the Scholarship of Teaching and Learning, 19(1), 96–116.
18.
MurthyS.IyerS.WarriemJ. (2015). ET4ET: A large-scale faculty professional development program on effective integration of educational technology. Journal of Educational Technology & Society, 18(3), 16–28.
19.
PageL. C.Scott-ClaytonJ. (2016). Improving college access in the United States: Barriers and policy responses. Economics of Education Review, 51, 4–22.
20.
RiberaA. K.MillerA. L.DumfordA. D. (2017). Sense of peer belonging and institutional acceptance in the first year: The role of high-impact practices. Journal of College Student Development, 58(4), 545–563.
21.
StoutR.ArchieC.CrossD.CarmanC. A. (2018). The relationship between faculty diversity and graduation rates in higher education. Intercultural Education, 29(3), 399–417.
22.
StraussA.CorbinJ. (1990). Basics of qualitative research. Sage publications.
23.
StrayhornT. L. (2018). College students’ sense of belonging: A key to educational success for all students. Routledge.
24.
TovarE. (2015). The role of faculty, counselors, and support programs on Latino/a community college students’ success and intent to persist. Community College Review, 43(1), 46–71.
25.
UmbachP. D.WawrzynskiM. R. (2005). Faculty do matter: The role of college faculty in student learning and engagement. Research in Higher Education, 46(2), 153–184.
26.
ValenzuelaA. (1999). Subtractive schooling: U.S. –Mexican youth and the politics of caring. State University of New York Press.
27.
Webster-WrightA. (2009). Reframing professional development through understanding authentic professional learning. Review of Educational Research, 79(2), 702–739.
28.
WestwoodP. (2018). Inclusive and adaptive teaching: Meeting the challenge of diversity in the classroom. Routledge.
