Staffing of Teaching and Learning Centers in the United States: Indicators of Institutional Support for Faculty Development

By Herman, Jennifer H. | The Journal of Faculty Development, May 2013 | Go to article overview

Staffing of Teaching and Learning Centers in the United States: Indicators of Institutional Support for Faculty Development


Herman, Jennifer H., The Journal of Faculty Development


This quantitative study reports data from nearly 200 teaching and learning development units (TLDUs), regarding their current staffing levels compared to the number of FTE faculty and FTE student enrollment. The study found that these staffing ratios at primary TLDUs vary by both institutional control and by Carnegie classification: in general, private institutions have a higher TLDU staff to faculty or student ratio than public institutions, and doctoral institutions have the lowest ratio of any of the four Carnegie institution types. This benchmarking data enables institutions to compare their primary TLDU staffing levels to peer institutions as one indication of commitment to the improvement of teaching.

Background and Purposes of the Study

Faculty development is a field in higher education that focuses on improving student learning through the professional development of faculty. Teaching and learning development units (TLDUs), or teaching and learning centers, are administrative units in an institution of higher education that develop and implement faculty development programs. The first TLDUs were established by the University of Michigan, Ann Arbor (1962) and the University of Massachusetts, Amherst (1972) to provide long-term teaching development support; these units were originally staffed by faculty who had been granted course release time to enable them to support their colleagues.

Since that time, faculty development as a separate organizational unit has become increasingly prevalent in higher education; over the last ten years, there has been a dramatic increase in the number of established TLDUs (Reder, 2010). Several research studies and other sources provide data to understand the recent and current growth and scope of faculty development as a field and of the number of TLDUs. A large collection of data on TLDUs was conducted by Sorcinelli, Austin, Eddy, and Beach; their study identified 999 members of the Professional and Organizational Development Network in Higher Education (POD Network) and three hundred institutions in the United States as having POD Network members, according to the POD Network 2001 membership list (2006). In February 2011, the POD Network reported having 1700 members from 760 institutions, 90 % of which are colleges and universities (POD Network, 2011; H. Holmgren, personal communication, February 21, 2011). These numbers reflect a 70% increase in the number of individual POD Network members and a 128 % increase in the number of colleges and universities in the United States with members in the POD Network from 2001 to 2011. In the first comprehensive survey of TLDUs in the United States, there were 1,267 TLDUs at 933 unique institutions or about 21 percent of all colleges and universities in the U.S. (Kuhlenschmidt, 2011). This 211 % increase from the 300 institutions with a POD Network membership in 2001 (which may or may not have had established TLDUs), to the 933 unique institutions with identified TLDUs in 2011, further suggests growth in the number of institutions with TLDUs over the last ten years.

Lewis (1996) and Diamond (2002) note that faculty development can encompass (1) faculty development, or encouraging faculty members' personal or professional development or individual teaching skills; (2) instructional development, including course or curriculum design and student learning; and (3) organizational development, including the organizational structure of the institution, as well as strategic improvement efforts at the department, program, college, or university level. Instructional technology and support for online education are increasingly included under the purview of TLDUs' responsibilities as well (Herman, 2012).

With the increasing prevalence and responsibilities of faculty development units in higher education, leaders in these institutions are faced with decisions of staffing and administration of these TLDUs. Staffing decisions not only impact the frequency and variety of faculty professional development programs offered by the TLDU (Herman, 2012), but an institution's allocation of dedicated professional time to a TLDU is often the best indicator-even more than budget size-of an institution's commitment to the improvement of teaching (Reder, 2010). …

The rest of this article is only available to active members of Questia

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

Staffing of Teaching and Learning Centers in the United States: Indicators of Institutional Support for Faculty Development
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Help
Full screen

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Style
    Citations are available only to our active members.
    Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

    1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

    Cited passage

    Thanks for trying Questia!

    Please continue trying out our research tools, but please note, full functionality is available only to our active members.

    Your work will be lost once you leave this Web page.

    Buy instant access to save your work.

    Already a member? Log in now.

    Author Advanced search

    Oops!

    An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.