Evaluating a novel faculty development program in teaching at a research-intensive university

Megan E. Schmid, Alex W. Bajcz, Nicholas J. Balster

Research output: Contribution to journalArticlepeer-review

1 Scopus citations


Early-career faculty (ECF) are faced with maintaining excellence in teaching and research for tenure. However, many enter academia with little or no teaching experience. Madison Teaching and Learning Excellence, a year-long professional development program, was designed to mitigate these pressures and help faculty become fast, efficient, and effective teachers. The authors evaluated this program on participants’ use of learner-centered course designs and classroom practices compared with non-participants and also measured challenges encountered by ECF. Participants’ gains in effective course design were positive, stable, and transferable to other courses. Participants reported feeling more prepared for tenure review and possessed a heightened self-awareness and assessment of their teaching. Although participants scored moderately high on measures of learner-centered practices, their scores were similar to non-participants. The authors hope their evaluation will inform faculty development programs; they summarize challenges they encountered to spur development of better evaluation tools that balance practitioners’ needs and available resources.

Original languageEnglish (US)
Pages (from-to)340-365
Number of pages26
JournalTeacher Development
Issue number3
StatePublished - 2021
Externally publishedYes

Bibliographical note

Publisher Copyright:
© 2021 Teacher Development.


  • Professional development
  • early-career faculty
  • higher education
  • program evaluation
  • teaching


Dive into the research topics of 'Evaluating a novel faculty development program in teaching at a research-intensive university'. Together they form a unique fingerprint.

Cite this