University of Delaware – Faculty Development via Reflective, Semi-structured Interviews

Given the nature of the programmatic Teaching, Learning, and Assessment (TLA) portfolio pilot project, the ePortfolio team implemented a program-based approach to faculty development. We worked closely with faculty within respective academic programs and provided resources tailored to their specific needs. We learned that both our faculty and team members found this approach to be very informative and helpful.

This faculty development practice describes two semi-structured interview processes that were implemented to obtain faculty ePortfolio grant recipients’ experiences with multiple dimensions of the program TLA portfolio pilot project. The interview data were used to inform future planning at both the academic program level and the ePortfolio team level.

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