Perceived Impact of Professional Development Programs on Faculty Members’ Attitudes Toward Teaching and Learning, Professional Development, Knowledge, and Practice at The American University of Beirut

Abstract

Professional development (PD) has gained prominence as one of the best strategies to support faculty members to use research-based teaching approaches that have the potential to enhance student learning (Saroyan & Trigwell, 2015). Since its inception, professional development was employed to initiate and respond to change in higher education and has evolved from individual to collective development and from largely uncoordinated activities to coordinated ones often centralized in specialized units. This study will examine the perceived impact of programs aimed at improving teaching in higher education on faculty members’ knowledge, practice, and attitudes toward PD programs at the American University of Beirut from the faculty members’ perspective. To conduct this research study, a qualitative research design and specifically a case study approach (Merriam, 2009) was utilized. In-depth interviews were conducted with 14 current AUB faculty members who attended the Faculty seminar event organized by AUB CTL. This research showed that there is a significant positive impact of PD programs on faculty members' attitudes, practice, and knowledge due to their participation in professional development programs. A number of recommendations were deduced as a result of this study. Those recommendations will help CTL improve its operations and meet the needs of the faculty members. Moreover, more research is still recommended to bridge the gap of lack of research in the Arab world and Lebanon regarding the impact of PD events on faculty members.