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Educate to transform: An innovative experience for faculty training
Noemy Martín Sanz1, María Dolores Vivas Urías2, Leire Nuere Salgado3
1Learning & Teaching Department, Universidad Francisco de Vitoria, Ctra. M-515, Pozuelo-Majadahonda km. 1,800, 28223 Pozuelo de Alarcón, Spain.
Education and Information Technologies
|August 8, 2022
Summary
The "Educate to Transform" training project successfully enhanced faculty attitudes and knowledge of innovative teaching methods. This led to increased implementation of active learning strategies, transforming teaching practices.
Area of Science:
- Educational Technology
- Higher Education Pedagogy
- Faculty Development
Background:
- Learning-focused educational models necessitate faculty development in pedagogical, methodological, assessment, and technological competencies.
- The COVID-19 pandemic underscored the urgency for comprehensive faculty training in innovative teaching methodologies.
Purpose of the Study:
- To evaluate the impact of the "Educate to Transform" training project on faculty attitudes, knowledge, and the implementation of innovative teaching methodologies.
- To assess the effectiveness of experiential and collaborative learning approaches in transforming teaching practices.
Main Methods:
- A training project involving 695 faculty participants at Universidad Francisco de Vitoria (UFV).
- Pre- and post-program measurements of faculty attitudes, knowledge, and implementation of innovative methodologies.
- Analysis of a subsample of 357 participants to determine program impact.
Main Results:
- The training program significantly improved faculty attitudes towards innovation and increased awareness and implementation of diverse teaching methodologies.
- Experiential and collaborative learning methodologies proved effective in transforming teaching practices.
- Utilizing the CANVAS Learning Management System (LMS) positively influenced faculty attitudes towards educational technology.
Conclusions:
- The "Educate to Transform" project effectively achieved its objectives in enhancing faculty competencies and promoting innovative teaching.
- While generally successful, medical faculty showed a less positive attitude towards innovation, and those with lower teaching loads implemented more active methodologies.
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