This project explores how early career faculty experience change in their teaching approaches and conceptions.
Drawing on interview transcripts from 25 early career faculty, this study
- Adapts a phenomenographic model of faculty conceptions of teaching to a U.S. setting.
- Examines this conceptual frame as an evaluation tool.
- Maps the basic patterns of change over a year.
- Addresses the implications for faculty development.
Light, G., & Calkins, S. (2008). The experience of faculty development: Patterns of variation in conceptions of teaching. International Journal for Academic Development, 13(1),17–30. See publisher's website.
Micari, M., Light, G., Calkins, S., & Streitwieser, B. (2007). Assessment beyond performance: Phenomenography in educational evaluation. American Journal of Evaluation, 28(4),458-476. View publication.