Abstract
We examined how patterns of participation in instructional consultations, workshops, reading groups, and learning communities were associated with differences in faculty views of pedagogy. A total of 165 faculty completed the Appreciation of Pedagogy Scale (APS), which includes five subscales: 1) awareness of pedagogy research; 2) beliefs that research can inform teaching practice; 3) integration of new strategies with current ideas about teaching; 4) positive emotions about learning about teaching; and 5) the frequency, value, and enjoyment of engagement in professional development (Hurney et al., 2020). We mapped APS subscales to our CTL Faculty Learning Outcomes and then analyzed the impact of program participation on each subscale. We found faculty who participated in three or four different types of professional development had greater appreciation of pedagogy than those with no participation. Faculty who participated in workshops, consultations, or learning communities responded more positively to some subscales than those who participated in fewer of these types of programs. We conclude with advice for centers interested in investigating the impact of program diversity on faculty attitudes toward pedagogy.