“What We Say is Not What We Do: Effective Evaluation of Faculty Professional Development Programs,”

This article, from 2011, spotlights a study of faculty teaching undergraduate biology who had participated in faculty development activities with the objective of encouraging more active learning strategies and student centered approaches–it looks at results from actual observation of classes post-professional development versus self-reported change by faculty, underscoring the need to go beyond self-reporting from participants in assessing activities. In this article, the authors also explore some research on why faculty development can fall short of its objectives and the need for sustained efforts to effect change. Also has some good references to explore.

Access the whole article here: http://What We Say Is Not What We Do: Effective Evaluation of Faculty …