Date of Award
2003
Document Type
Dissertation
Degree Name
Doctor of Education
Department
Programs for Higher Education
Advisor
H. K. Morris Baskett
Committee Member
Marian Gibney
Committee Member
Deo Nellis
Committee Member
Barbara Packer
Keywords
attitudes, benchmarking, Canadian post-secondary institutions, competencies, curriculum development, DACUM process, development problem solving methodology, evaluation, faculty, faculty development, higher education, implementation, inservice teacher training, instructional planning, instructional Skills Program, knowledge, learning environment, program design, research questions, SAIT, skills, Southern Alberta Institute of Technology, teacher training
Abstract
Canadian post-secondary institutions are facing significant changes that impact the teaching and learning environment. Consistent with the changes in Canadian postsecondary institutions in general, the Southern Alberta Institute of Technology (SAIT) has also undergone significant change. SAIT’s ability to thrive in the changing environment and to achieve its strategic goals rests on a number of factors, one of which is adequate numbers of effective faculty. In order to ensure effective faculty, an up-to date Instructional Skills Program (ISP) is required for new faculty. At present, SAIT offers a two-week ISP that is based on out-of-date competencies, thus the program is not congruent with the new demands of the teaching and learning environment. The purpose of this study was to improve the ISP so that it more effectively addresses the competencies required of new faculty in the changing teaching and learning environment.
The study posed five research questions.1) What are the ideal knowledge, skills, and attitudes required of new faculty at SAIT? 2) What revision of current competencies is necessary to address the knowledge, skills, and attitudes required of new SAIT instructors? 3) What are the appropriate and valid format and content for an effective Instructional Skills Program for SAIT instructors? 4) Once the program is developed, what are the appropriate steps to take to implement the program? 5) Once the program is implemented, what are the appropriate steps to take to evaluate the program?
The methodology for this study was the development problem solving methodology. Procedures included a literature review, the development of formative and summative panels, a “develop a curriculum process” (DACUM), identification of best-practice, development of criteria, development of the Instructional Skills Program curriculum, and the development of a plan for implementation and evaluation.
The study concluded that the ISP must be institutionally specific; that implementation should include ongoing contact and content; that faculty require off-loading in order to participate; and that the program should be evaluated for participant satisfaction, learning achieved, behavior transfer, and organizational impact. It is recommended that the program be presented to SAIT Executive in the fall of 2003 for an August 2004 launch.