Knowing as the Stage for Doing: Developing Professors’ Pedagogical Knowledge, Attitudes, Practice, and Dissemination During Cross-­‐national Faculty Development Programs

This poster will present the findings of a case study research project designed around an innovative approach to faculty development in Latin America and the Caribbean. The project trained over 75 professors from research universities in Chile,Costa Rica, and the Dominican Republic. The program currently measures four dimensions of pedagogical change: knowledge, attitudes, practice and dissemination. We will solicit feedback on our faculty development and program assessment model so that we may further improve our ability to potentiate pedagogical change in Latin American higher education and to begin to construct a model for faculty change in Latin America.