David Favre

David Favre is a Teaching and Learning Specialist for the Center for Innovation in Teaching & Learning. He facilitates faculty pedagogical development in online teaching and learning contexts. His approach to education is informed by his background in educational psychology, instructional design, linguistics, and accessibility.

David specializes in online teaching and learning strategies that improve student motivation and learning outcomes. He has facilitated workshops on a wide range of pedagogical topics including best practices in online instruction, cooperative learning strategies, IT accessibility, student motivation, and assessment.

David continues to investigate innovations in teaching and learning. His research interests include faculty professional development, instructional self-efficacy, and promoting metacognitive skills within educational contexts.

Education

PhD in Educational Psychology, Pennsylvania State University

Master of Social Work, Florida International University

Bachelor of Science in Applied Psychology, Georgia Institute of Technology

Current Projects

Access Illinois (IT accessibility and Universal Design Learning activities at Illinois)

BTAA (Big Ten Academic Alliance) - Learning Technologies and Faculty Development

iGET (Interest Group for Educational Technology at Illinois)

MCOT (Master Course in Online Teaching)

POD Network (Professional and Organizational Development)

SIIP (Strategic Instructional Innovations Program)

Former Projects

Canvas Summer Training Program (2022)

ISTI (Illinois Summer Teaching Institute) (2021)

OTA (Online Teaching Academy) (2020)

Selected Publications

Favre, D. E., Bach, D. J., & Wheeler, L. B. (2021). Measuring institutional transformation: A multi-faceted assessment of a new faculty development program. Journal of Research in Innovative Teaching & Learning. https://doi.org/10.1108/JRIT-04-2020-0023

Anderson, L. J., & Favre, D.E. (2020). The graduate academy for college teaching and symposium for grading and office hours. University of Illinois eText. https://webstore.illinois.edu/shop/product.aspx?zpid=4137

McLaughlin, J. S., Favre, D. E., Weinstein, S., & Goedhart, C. M. (2017). The Impact of a Four-Step Laboratory Pedagogical Framework on Biology Students' Perceptions of Laboratory Skills, Knowledge, and Interest in Research. Journal of College Science Teaching, 47(1), 83-91. https://doi.org/10.2505/4/jcst17_047_01_83

Zimmerman, W. A., Knight, S. L., Favre, D. E., & Ikhlef, A. (2017). Effect of professional development on teaching behaviors and efficacy in Qatari educational reforms. Teacher Development, 21(2), 324-345. http://dx.doi.org/10.1080/13664530.2016.1243571

Favre, D. E., & Knight, S. L. (2016). Teacher efficacy calibration in education reform: When highly efficacious teachers don't spell "implement". International Journal of Educational Reform, 25(4), 361-383.