Professional Development in High Engagement Instructional Strategies: Impact on Student Engagement and Faculty Efficacy in a Two-Year Post-Secondary Environment

Abstract

The rising costs of an education, low retention rates, employer concerns that graduates do not have the knowledge and skills expected in the workplace, and questions about the learning and value that higher education has provided to students during the past decade have become increasingly significant national issues (Leveille, 2006). Current accreditation standards and practices also seemingly fail to measure student learning resulting in limited accountability for higher education institutions (Brown, 2013). It has therefore recently become a priority for college administrators to pursue the most efficient and effective professional development that prepares faculty across all disciplines to teach using high engagement instructional strategies that ultimately result in measurable outcomes related to the retention and engagement of students (Tinto, 2012). Internal professional development strategies must address the transformation of delivery ofpedagogy through innovative development, being cognizant of the need for cost effective strategies due to budget constraints (Bailey et al, 2015). Providing professional development on pedagogical practices is often a challenge faced by college administrators. However, the ancillary benefits of faculty gaining confidence in the classroom, feeling supported by fellow faculty members, and becoming empowered to contribute to the institution’s role in creating conditions for student success is the ultimate result (Tinto, 2012).The purpose of this mixed-methods study was to determine the impact of faculty development in high engagement instructional strategies at a public, two-year, co-educational institution on increasing student engagement scores as well as determining faculty perception of professional development regarding an increased efficacy in terms of improving teaching and learning strategies. The research design of the quantitative portion of this study included statistical analysis of 30 hypotheses to determine the relationship between students reporting being engaged in learning and the participation of faculty in professional development in high engagement instructional strategies. Archival data from student responses on the Community College Survey of Student Engagement (CCSSE) administered in the spring of 2013 and the spring of 2016 were used for the quantitative portion of the study. Faculty perception of professional development regarding increased efficacy in terms of improving teaching and learning strategies following participation in practicum experiences focusing on high engagement instructional strategies was measured through content analysis of faculty blogs performed by the researcher. The qualitative instrumentation used for this study involved the review of 346 personal reflection blogs completed by 16 faculty members who participated in a practicum during the 2015-2016 academic year.