The Perceived Impact of Faculty-in-Residence Programs on Faculty Development

IF 2 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of University Teaching and Learning Practice Pub Date : 2023-03-09 DOI:10.53761/1.20.3.06

Luis de Arabit, Leonard Lira, J. Johnston, Lina Anastasovitou, Christine Ma-Kellams, Kyle Hambrook, Ravneet Tivana, Theodore Tsau

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引用次数: 0

Abstract

Faculty-in-Residence (FIR) programs, where students interact with faculty outside of the classroom, have shown positive effects on student success. However, most research does not look at FIR programs from a holistic perspective that examines the impact on faculty. This study investigates the perceived impact on faculty participating in FIR programs. The results add to current literature that faculty-student interactions outside of the classroom are significant for students and faculty, specifically faculty perceptions of performance in teaching and service. The results also indicate positive perceptions by faculty in research performance due to participation in the FIR program. This finding is surprising given previous research, which shows faculty who participate in FIR programs feel disadvantaged in terms of their research agenda. Furthermore, the investigation uncovers how the organizational design of the institution implementing the FIR program impacts the perceptions of program purpose and efficacy.

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教师留校计划对教师发展的影响

学生在课堂外与教师互动的驻校教师(FIR)计划对学生的成功产生了积极影响。然而，大多数研究并没有从整体的角度来审视FIR项目对教师的影响。本研究调查了教师参与FIR计划的感知影响。研究结果补充了目前的文献，即师生在课堂外的互动对学生和教师都很重要，特别是教师对教学和服务表现的看法。结果还表明，由于参与FIR计划，教师对研究绩效的积极看法。这一发现令人惊讶，因为之前的研究表明，参加FIR项目的教师在他们的研究议程方面处于不利地位。此外，调查还揭示了实施FIR计划的机构的组织设计如何影响对计划目的和有效性的看法。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of University Teaching and Learning Practice EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.60

自引率

18.80%

发文量

期刊介绍： The Journal of University Teaching and Learning Practice aims to add significantly to the body of knowledge describing effective and innovative teaching and learning practice in higher education.The Journal is a forum for educational practitioners across a wide range of disciplines. Its purpose is to facilitate the communication of teaching and learning outcomes in a scholarly way, bridging the gap between journals covering purely academic research and articles and opinions published without peer review.