An evaluative inquiry into continuing professional development: understanding faculty perceptions.

PROFESSIONAL education; FEDERAL budgets; TEACHING; LEARNING; INTROSPECTION

This article is comprised of the results of a developmental evaluation inquiry into continuing professional development (CPD) at a college in Western Canada. Since 2015, despite having one of the most generous CPD budgets among all colleges in the region, the faculty participation rate in CPD has ranged between approximately 48% and 56%. Patton's 'What? So What? Now What?' inquiry framework was used to investigate why more faculty were not accessing CPD funds. This article also includes an examination of the intersection between professional identity and self, and offers some recommendations that could positively impact faculty participation in CPD. Key recommendations include creating a stronger workplace for faculty members, recognizing CPD as a key factor in supporting excellence in teaching and learning, capitalizing on mid-career academics, and exploring self-reflection as a tool for faculty members to identify and pursue meaningful CPD. [ABSTRACT FROM AUTHOR]

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