Preferred Name

Megan Rodgers Good

Date of Award

Spring 2015

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Department of Graduate Psychology

Advisor(s)

Keston H. Fulcher

Cara Meixner

Abstract

To improve quality, higher education must be able to demonstrate learning improvement. To do so, academic degree program leaders must assess learning, intervene, and then re-assess to determine if the intervention was indeed an improvement (Fulcher, Good, Coleman, and Smith, 2014). This seemingly “simple model” is rarely enacted in higher education (Blaich & Wise, 2011). The purpose of this embedded mixed methods study was to investigate the effectiveness and experience of a faculty development program focused on a specific programmatic learning outcome. Specifically, the intervention was intended to increase students’ ethical reasoning skills aligned with a university-wide program. The results suggested that this experience did indeed improve student’s ethical reasoning skills. Likewise, the experience was positive for faculty participants. This study provides evidence supporting the connection of assessment and faculty development to improve student learning.

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