VALIDATING INTERACTIONS: HOW A SYSTEM OF LEARNERS, PEERS, AND POLICIES EXPLAINS FACULTY TEACHING NEEDS

Abstract

Some institutions assess the professional development needs of teaching faculty by surveying their interests in teaching topics. In contrast, we sought an explanation of teaching needs that could inform a more comprehensive needs assessment addressing motivations for teaching, challenges from learners, preferred strategies to address challenges, and barriers to using them. We conducted three focus groups of faculty from a university and a feeder college. We found that faculty were motivated by validating interactions with learners and challenged by incoming cohorts with diverse attitudes and abilities. Faculty preferred to consult peers, experiment in class, and offload tasks, but they were undermined by poor communication, bureaucracy, risk management, and limited resources. Faculty persisted with existing approaches until they faced burnout. Female faculty disproportionately reported being motivated by learner impact and challenged by mixed ability classrooms and lack of time. Our model prompts institutions to define and explore faculty teaching needs in terms of validating interactions with learners that are enhanced or diminished by incoming cohorts, preferred strategies, and institutional barriers. As such, faculty development must address each of those multiple, interacting influences.