Research Proposal

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Kean University *

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2021

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Communications

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Jan 9, 2024

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How does faculty professional development impact the standard of online instruction? Crystalbell Ofosu-Morrison Research and Technology 2023-02 Professor Joshua Burnett November 10, 2023 Due: November 12, 2023

Proposed Research Topic: How does faculty professional development impact the standard of online instruction? The Research Problem Statement Dealing with the academic world it is fraught with difficulties and the necessity to develop students who are capable of critical thinking and problem solving in today’s world has become one of the largest and most pressing concerns facing educational institutions today. However, the effectiveness of co-teaching in faculty development, particularly its role in mentoring has not been thoroughly studied. In higher education, it’s crucial to focus on inclusion and diversity, as well as problem-solving (Kuh, 2007). Additionally, teamwork in co-teaching in higher education and with professional settings can help with the involve different instructors in connected discussions, giving by different instructors within their own capacities (Bacharach, Heck & Dahlberg, 2011). The Collaborative Teaching Model (CTM) is a change from traditional student teaching approaches in higher education, when mentors gradually stop participating in class instruction. Unlike traditional approaches, this creative strategy makes sure that the faculty mentor is involved in every step of the teaching and learning process. Additionally, higher education instructors and students make up the study population for this research project and the main goal is to comprehend the dynamics and results of co-teaching, especially when it is done inside the CTM framework. Primary sources of inspiration and fundamental knowledge for the research are Kuh’s (2007) “Piecing together the student success puzzle” and Bacharach et al.’s (2011) “Co - teaching in higher education.” Kuh’s thorough study offers insightful suggestions and a thorough comprehension of the elements influencing students' performance in post-secondary education.

Through the integration of Kuh’s results, the study seeks to further the body of information about successful teaching strategies and student outcomes. An important source of information on co- teaching in higher education is Bacharach, Heck, and Dahlberg’s (2011) which the practical features of co-teaching are examined in this article, along with some insights into its possible effects on the classroom environment. The goal of the research proposal is to add to the body of knowledge by investigating the flexibility of co-teaching plans within a mentoring framework in higher education settings, using the results of this study and is to determine how the CTM, which places a strong focus on ongoing mentor engagement, affects how successful co-teaching is in higher education. Additionally, the study is to determine how much complete participant participation, which includes group duties like organizing, setting up and carrying out lessons, contributes to the effectiveness of co-teaching methods. The investigation of co-teaching in higher education settings is given a more nuanced perspective by the emphasis on the information exchange between mentors and mentees, regular planning, and ongoing relationship development and it aims to provide a thorough understanding of the role of the CTM in co-teaching effectiveness within higher education by organizing the research proposal around these foundational works and the identified research problem. This will contribute to the larger conversation on innovative teaching methodologies and student success in this context. Introduction section The dynamic nature of higher education highlights the significance of student success and the institutions' dedication to establishing ideal learning environments. In a perfect world, kids would flourish intellectually and personally and make significant progress. But navigating the

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academic world comes with its own set of difficulties, which forces schools to confront a crucial issue: raising children who can think critically and solve problems considering the complexity of today's world. Co-teaching seems like a viable instructional technique in the face of these obstacles, especially when it comes to supporting faculty development and mentorship (Bacharach, Heck, & Dahlberg, 2011). Considering the current research deficit and the necessity to close the gap between idealistic conceptions and the actual implementation of co-teaching, this study attempts to investigate the effectiveness of co-teaching in mentoring within higher education. While co-teaching in higher education is envisioned as a smooth integration into the ideal learning environment, this is not the case in practice. Co-teaching has been shown to have potential, but research defining best practices and evaluating its effects on student involvement, academic performance, and teacher cooperation is noticeably lacking. According to Bacharach et al. (2011), co-teachers in higher education confront a number of difficulties that underline the need for a better comprehension of co-teaching dynamics, instructional approaches, and collaborative practices. The situation highlights how urgent it is to investigate how faculty cooperation and student results might be enhanced through co-teaching in higher education settings. With an emphasis on the mentoring component, this study attempts to explore the ways in which co-teaching affects student involvement, academic achievement, and teacher collaboration in higher education settings. The goal of the research is to comprehend faculty members' perceptions and draw on the insights of Bacharach et al. (2011). The objective is to dissect the co-teaching process, uncover potential obstacles, and discover elements that lead to fruitful collaborations. The study attempts to bridge the gap between the idealized purpose of inclusive education through co-teaching and the existing situation in higher education institutions by addressing these research problems. Also, it is anticipated that co-teaching will improve student

engagement, critical thinking, and problem-solving skills based on the material that is currently available. Faculty are the study's target audience and purposive sampling guarantees participation from a range of disciplinary backgrounds and faculty experience on online instruction or not. The study intends to use a mixed-method approach and will give questionnaires to both groups in order to measure the effectiveness of co-teaching objectively. Literature Review The improvement of the quality of online education is greatly aided by faculty professional development. It is crucial for faculty members to continuously improve their abilities and expertise to successfully engage students in the online learning environment as technology develops and online education becomes more common. Teachers may keep current with the newest instructional approaches, technology advancements, and online teaching best practices thanks to this extensive and continuing professional development, which ultimately improves student results. Even faculty members that participate in effective online faculty development programs may collaborate, share best practices and support one another. This collaborative setting fosters ongoing development and career advancement. To help readers comprehend the basis on which the research study is built, this literature review will summarize the recurring themes discovered in these sources. But even according to (A., Brecke et al., 2020), mentorship programs can enhance both inexperienced and experienced professors professional reaching abilities, fostering a conducive learning environment and promoting successful faculty development efforts. But it has challenges with effective coordination and communication amongst co-teachers and to ensure consistency across goals, methods of delivering content, and grading guidelines, careful

preparation and ongoing collaboration are necessary. Coordinating schedules among multiple professors can be challenging. Co-teaching is a powerful strategy for improving faculty development and teaching efficacy. Additionally, when you look according to Campbell et al. (2019), peer support plays a crucial role in faculty development programs and colleagues that engage in collaborative learning together develop a stronger feeling of community and are more likely to share creative teaching methods. Peer support initiatives help faculty members grow professionally and feel satisfied, which in turn improves their ability to teach. Furthermore, even Shipp (2022) investigates the value of faculty development for distant learning, especially in light of the COVID-19 pandemic's sudden move to emergency remote instruction. It underlines how important it is to provide teachers with specialized training and support so they can adjust to the online setting. Moreso, (Dewsbury et al. 2021) focus on the significance of acknowledgment in faculty development, especially when it comes to inclusive teaching methods. Faculty members are more motivated, self-assured, and committed to inclusive teaching when their efforts and accomplishments are acknowledged. But when we look into faculty professional development impacts the standard of online instruction. The impact on faculty development programs on participants practice in teacher communication skills which is examined according to Cullati et al. (2014) in their study by improving communication skills through faculty development. Their research emphasizes how successful customized training courses are at improving faculty members' communication abilities. In addition, faculty faced difficulties during the COVID-19 pandemic, as noted by Gomez et al. (2023) and Bryson et al. (2020). This highlights the significance of prompt faculty development initiatives. They stress the importance of ongoing, all-encompassing initiatives that support inclusive practices and cater to diverse student populations in order to foster an inclusive excellence culture, which calls for deliberate and

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persistent efforts. These challenges highlight the importance of ongoing, comprehensive initiatives to support an inclusive excellence culture and demand thoughtful, tenacious work. Even, Björck et al. (2020) and Culkin (2018) conducted studies on collaborative knotworking and experiential andragogy in clinical teaching practice. They found that collaborative learning and networking opportunities enhance teaching skills, promote innovation, and enhance best practices. They also highlighted the importance of active engagement and reflection in faculty development initiatives. Lastly, faculty development programs are crucial for improving teaching and learning methods in universities. Historically, these programs have been created and executed by administrators and instructors with minimal involvement from other stakeholders, including students. Recent studies suggest that more successful projects can result from including all stakeholders in the co-creation of these programs. This study investigates how instructors and students evaluate their participation in co-creating faculty development initiatives. These programs are essential for developing innovative teaching strategies, improving student learning outcomes, and enhancing teaching practices according to (Iqbal et al., 2023). Similarly, teachers' involvement in faculty development programs fosters a culture of continuous improvement and professional growth. They actively participate in program design, sharing their expertise and best practices. This participatory approach enhances teaching effectiveness and student engagement. Involving all stakeholders in faculty development programs promotes shared responsibility and ownership among the academic community. This collaborative environment helps administrators, faculty members, and students work towards common goals. This inclusive approach bridges the gap between theory and practice, ensuring that faculty development initiatives are contextually relevant and responsive to all stakeholders' needs. Stakeholder involvement in faculty development programs is crucial for

effective teaching practices and improved student learning outcomes. This approach fosters a culture of collaboration, ownership, and continuous improvement within the academic community, making programs more relevant, engaging, and impactful. In other words, the techniques for faculty development in higher education that are included in this research review include inclusive excellence, collaborative knotworking, mentorship, peer support, online teaching, acknowledgment, training in communication skills, emergency remote teaching, mentoring, and experiential andragogy. It highlights how crucial it is to include all relevant parties in the co-creation of these programs in order to ensure their relevance, efficacy, and sustainability. Establishing a culture of continuous learning and using evidence-based practices can help organizations establish a positive, excellent learning environment. Methodology The purpose of this study is study aims to explore the effectiveness of co-teaching as a faculty development strategy in higher education, with a particular focus on the potential benefits of mentoring relationships between more experienced and less experienced faculty members for improving student outcomes and education. The study also attempts to investigate how co- teaching affects faculty development and student achievement. The main objective is to investigate the ways in which mentorship might enhance the co-teaching experience and support faculty professional growth. Also, this study follows a mixed method which focused on current faculty teaching online instruction and also on faculty who did not teach online instruction, which strategy used to fully answer the research topic. Open-ended questions from pre- and post- surveys will be used to gather. The purpose of the survey is to measure how co-teaching experiences have affected faculty teaching methods, student participation and student outcomes.

Reference Bacharach, N., Heck, T. W., & Dahlberg, K. (2011). Co-teaching in higher education. Journal of College Teaching & Learning (TLC), 4(10), 9-16. Cook, L., & Friend, M. (1995). Co-teaching: Guidelines for creating effective practices. Focus on Exceptional Children, 28(3), 1-16.

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Kuh, G. D. (2007). Piecing together the student success puzzle: Research, propositions, and recommendations. ASHE Higher Education Report, 32(5), 1-178. doi:10.1002/aehe.3205 Al- Eraky, Iqbal, Könings, M., & van (2023). It’s about time to involve all stakeholders in co - creating faculty development programmes - exploring the perceptions of students and teachers. Innovations in Education & Teaching International, 60(2), 239 – 251. https://doi.org/10.1080/14703297.2022.2030781 A., B., Björck, E., Elmberger, J., Klara, Liljedahl, L., M., & Nieminen. (2020). Collaborative knotworking – transforming clinical teaching practice through faculty development. BMC Medical Education, 20, 1-11. https://doi.org/10.1186/s12909-020-02407-8 A., B., Dewsbury, Johnson, K., M., Murray & Santucci. (2021). Acknowledgement and its Role in the Faculty Development of Inclusive Teaching. The Journal of Faculty Development, 35(3), 53-62. https://kean.idm.oclc.org/login?url=https://www.proquest.com/scholarly- journals/acknowledgement-role-faculty-development/docview/2568313285/se-2 A., Brecke, Cordie, L., T., Xi Lin, & Wooten, M. C. (2020). Co-Teaching in Higher Education: Mentoring as Faculty Development. International Journal of Teaching & Learning in Higher Education, 32(1), 149 – 158. Bryson, B., Colby, L., Masland, S, & S. (2020). Strategic faculty development: fostering buy-in for inclusive excellence in teaching. The Journal of Faculty Development, 34(3), 1 – 10.

C., Cullati, D., Dolmans, Hudelson, Junod M., Nendaz, N., Perron, P., S., & van der Vleuten. (2014). Impact of a faculty development programme for teaching communication skills on participants’ practice. Postgraduate Medical Journal, 90(1063), 245– 245. https://doi.org/10.1136/postgradmedj-2012-131700 D. T. (2018). Teaching qualitative inquiry: experiential andragogy in military faculty development programs. The Journal of Continuing Higher Education, 66(3), 176 – 187. https://doi.org/10.1080/07377363.2018.1525516 D., Gomez, M., R., S, Spong, Swann, W., Willms & Wohlwend. (2023). Adapting under pressure: a case study in scaling faculty development for emergency remote teaching. Journal of Computing in Higher Education, 35(1), 91 – 110. https://doi.org/10.1007/s12528-022-09330-5 E., J., Shipp, (2022). FACULTY DEVELOPMENT FOR ONLINE TEACHING: The Excellence in Online Instruction Initiative. Quarterly Review of Distance Education, 23(4), 47 – 56.

Research Proposal

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