The purpose of this case study was to evaluate a multi-campus university program designed to support STEM faculty in redesigning bottleneck courses, with integration of technology as one strategy. Despite the positive student learning outcomes in course redesign programs with an aim to support faculty in technology integration, there remains a need to evaluate how technology integration professional development (PD) programs impact faculty instructional practice, and determine the effectiveness of these programs in that effort.
This study researched the California State University (CSU) Office of the Chancellor Course Redesign with Technology (CRT) Program, and employed the logic model of program evaluation to document the activities of the PD program to study the impact of the activities on what faculty learned about technology and their application of the program to develop instructional strategies that incorporate technology. Data were collected from the first two academic years of the CRT program (2013-2014 and 2014-2015) and frameworks related to andragogy as well as the theories of Technological, Pedagogical, and Content Knowledge (TPACK), Diffusion of Innovation, and Communities of Practice frameworks were used to analyze archived professional development training content and faculty-produced electronic portfolios.
The findings reveal that while the training content focused on simple technology adoption, most course redesigns involved changes in technology and instructional strategies in which faculty sought to understand students’ challenges, support scientific thinking of course content, and enhance reflective teaching practices. This investigation showed strong, significant, and positive relationships among high levels of technology integration, awareness of innovation characteristics, and faculty collaboration in course redesigns. High occurrences of these variables were also significantly associated with grade point average increases in course redesigns. This study’s findings and methodology have the potential to inform the development and evaluation of further efforts to redesign university courses using technology.
|Advisor:||Farmer, Lesley J.|
|Commitee:||Adams, Stephen, Hanley, Gerard L.|
|School:||California State University, Long Beach|
|School Location:||United States -- California|
|Source:||DAI-A 77/11(E), Dissertation Abstracts International|
|Subjects:||Educational evaluation, Educational technology, Higher education|
|Keywords:||Logic model, Professional development, Program evaluation, TPACK, Technology integration|
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