Align And Refine: Using The Taxonomy Of Significant Learning To Plan For FYS Faculty Development

ASU Author/Contributor (non-ASU co-authors, if there are any, appear on document)
Martha McCaughey Ph.D., Professor (Creator)
Lillian Nave, Senior Lecturer (Creator)
Kelly Rhodes, Associate Professor, Lead Information Literacy Lib (Creator)
Dr.. Tracy W. Smith, Professor (Creator)
Appalachian State University (ASU )
Web Site:

Abstract: Our faculty development (FD) work applies Dee Fink’s (2013) integrated course design model. In this article, we describe the situational factors related to supporting faculty who teach a required, academically-focused First Year Seminar course at a large public university. We then describe how we designed a suite of FD opportunities with goals that directly responded to those situational factors. Finally, we offer a process for designing FD initiatives that can work for other programs even when their situational factors and goals are different.

Additional Information

McCaughey, M., Nave, L., Smith, T., & Rhodes, K.C. (2019). Align and Refine: Using the Taxonomy of Significant Learning to Plan for FYS Faculty Development. The Journal of Faculty Development, Vol. 33, No. 3, September 2019. Pages 13-18. Copyright © 2019, New Forums Press, Inc., Publisher version of record available at:
Language: English
Date: 2019
First Year Seminar (FYS)Faculty Development, student support, education, higher education, college and universities, integrated course design, academic goals

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