| Abstract: | AbstractWe describe the organization and outcomes of faculty communities of practice over four semesters in which participants learned about research-based instructional strategies. In each semester, a community of 10 to 22 participants met for six to eight one-hour sessions, read a common book on teaching and learning, observed each other's class sessions, and prepared a final report on what they had learned. We found that the peer observations inspired the participants to adopt new instructional strategies. This paper includes recommendations for designing faculty professional development experiences with an intentional focus on creating value for the participants. |
