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CURRICULUM, INSTRUCTION, AND PEDAGOGY article

Front. Educ.
Sec. Higher Education
Volume 10 - 2025 | doi: 10.3389/feduc.2025.1523886

Professional Development for Faculty in Uzbekistan

Provisionally accepted
Tina A. Coffelt Tina A. Coffelt 1*Jacek A Koziel Jacek A Koziel 2
  • 1 Iowa State University, Ames, United States
  • 2 Conservation and Production Research Laboratory, Agricultural Research Service (USDA), Bushland, Texas, United States

The final, formatted version of the article will be published soon.

    This ethnographic case study focuses on adult learners in a professional development grant program. The program applied the ADDIE model to train faculty in Uzbekistan to conduct research, write for academic audiences, and publish in top-tier academic journals. Agricultural and biosystems engineering and English faculty members at a US Midwest university forged an interdisciplinary partnership to virtually deliver a 5-month program to an initial cohort of 68 participants. Topics included research ethics, experimental and survey research design, and structure of scientific papers, among others. The pre-and post-tests objectively measured material covered in the curriculum. Posttest scores from 18 participants showed improvement (n = 11), no change, (n = 4), or lower scores (n = 3). Regardless, the granting agency was pleased with the implementation of the project. This manuscript informs future collaborators on successful procedures, such as training models and virtual delivery, and opportunities for improvement, including English language proficiency, eligibility standards, and emphasizing research ethics.

    Keywords: case study1, Uzbekistan2, interdisciplinary grant work3, ADDIE4, cognitive learning theory5

    Received: 06 Nov 2024; Accepted: 07 Jan 2025.

    Copyright: © 2025 Coffelt and Koziel. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

    * Correspondence: Tina A. Coffelt, Iowa State University, Ames, United States

    Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.