Faculty Teaching Philosophies, Reported Practices, and Concerns Inform the Design of Professional Development Activities of a Disciplinary Teaching and Learning Center


This study explored faculty members’ teaching philosophies, reported practices, and concerns at a research-intensive university. This information was used to shape the goals and activities of a disciplinary Teaching and Learning Center within a College of Chemical and Life Sciences. Fifty-eight faculty members responded to a survey. The authors found that faculty members expressed teaching philosophies and goals that largely correspond to national recommendations; however, most of them reported still relying extensively on lecturing, the same predominant teaching method they experienced as undergraduates. The survey results helped tailor professional development activities to faculty members’ beliefs, practices, and concerns.