Humanizing college online instruction: The effects of professional development on faculty perceptions and instructional practices

Summary

This study examines the Humanizing Online STEM Academy, a six-week professional development program for instructors teaching college STEM courses online. The researchers used surveys administered before and after the Academy, along with interviews, to study the perceptions and instructional practices of 79 participants from eight California institutions.

Participants reported greater confidence in online teaching and in supporting students from diverse backgrounds. They described placing more emphasis on personal interaction, trust, and individual student needs. The findings concern instructors’ reported beliefs and practices, providing evidence about the professional development experience rather than a direct test of its effects on student achievement.