27. Write a meaningful, narrow statement about this point that encompasses what you believe the three articles are saying about this one point.
28. Write at least one sentence for each article that has to do with only this point.
29. Now answer the following question in one sentence: So what do you as the writer want me as the reader to walk away with after reading this paragraph?
38. It should be no surprise that the topics are very similar to your research variables. Be specific. Be narrow. For each of your topics, make a list of points.
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42. Faculty development in higher education has been considered through a number of lenses. Caffarellaand Zinn (1999) characterize a continuum of professional development over the career of a faculty member. They propose … In contrast, Diaz et al. (2009) consider professional development for faculty based on where and how it occurs. For example, they suggest … The Technological Pedagogical and Content Knowledge (TPACK) framework has advanced the idea that … A.O. ¶ 1 ¶ 2 ¶ 3
43. When coupled together in a comprehensive professional development effort, programs with these factors have the potential to influence substantial change in the ways teachers teach and students learn (Garet, et al., 2001; Penuel et al., 2007). It is important to note, as Scribner (1999) does, that external factors do not ensure engagement with professional development activities and may not encourage active learning. So, faculty may only participate at a surface level, and have no direct influence on their enacted instructional practices. So what?