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In-service refers to directive sessions in which skills and content are learned. CAFE is doing this by participants interacting with material presented on core content, theories, theorists, skills, technology, teaching strategies, assessments, rubrics and classroom management issues. We know it necessary to provide this basic information to faculty members. New professors need this even more. We also do special sessions just for new faculty members to teach them how to use the four hour class period, how to access technology and university resources. While this core knowledge that everyone needs to know is imperative, we know that we must also go further.

Professional development goes beyond the basic materials and skills to problem-solving, action research and collaboration. These activities happen at CAFÉ and throughout the year. There is an excitement among faculty to talk about what worked and what did not work, to explore new ways of doing things and to improve the courses. Faculty feel free enough to make significant contributions to the development of the courses.

Renewal is the third stage of teacher development and focuses on individual reflection and self-evaluation. It means revising and fine-tuning parts of the courses to make them better. Many of our full-time and part-time faculty members are willing to do this reflection and evaluation as seen by their willingness to talk about how the course is going. Arreola (2010) states that all college faculty are drawn from a pool of professionals prepared to practice and/or conduct research in a specific content area. Individuals come to the professoriate with specific (professional) knowledge and skills including content expertise, practice/clinical skills, and research techniques. These skills constitute what may be called their Base Profession .

Several veteran full-time and part-time faculty members are mentors and sources of wisdom for new faculty members.

Figure 1. Levels of faculty development through CAFÉ

Adapted from: Regan, J. (2003, September 22). Adult faith formation: Will it catch on this time? America Magazine .

The information, formation and transformation model comes from the United States Catholic bishops General Catechetical Directory of 1971 which addresses catechesis. Regan (2003) asserts that adults gain information they need to function effectively. At Café, one of our goals is to give the professors the knowledge they need to teach well. However, information is not enough. Information must as Regan (2003) posits be in the service of formation and transformation. Formation happens when people come together to form a community and are influenced by the attitudes, beliefs and actions of the group. Another goal of CAFÉ is to form this community of learners. And as a result of this formation, it is our hope that our professors will become agents of transformation for their students.

Lens four: evaluation

While we have made strides in practicing the models of teacher development, we must also examine the evaluations filled out by CAFÉ participants. Kirkpatrick (1998) suggests that there are four levels of evaluation. These include: reaction, learning, transfer and results.