Global Awareness Dialogue Project: Exploring Potential for Faculty Transformation Through a Professional Development Series

Research output: Contribution to journalArticle

Abstract

This article examines a faculty professional development program aimed at engaging faculty in an ongoing discussion about global awareness and the practices surrounding teaching and learning in a linguistically and culturally diverse classroom. The program is modeled on two key components: the engagement of undergraduate students and faculty in a structured dialogue outside the classroom and the contributions of experts to faculty discussions to locate and contextualize best practices. The initiative’s potential to affect faculty perspectives is explored through a transformative learning framework. Short-term and long-term assessments show that participants were motivated to improve and implement new instructional practices.

Original languageEnglish (US)
Pages (from-to)318-336
Number of pages19
JournalJournal of Transformative Education
Volume17
Issue number4
DOIs
StatePublished - Oct 1 2019

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dialogue
classroom
teaching practice
learning
best practice
expert
student

All Science Journal Classification (ASJC) codes

  • Education

Cite this

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