Using personas as a tool to explore motivations to join a professional instructor network and the probability of sustained change

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Abstract
Mentoring is crucial to faculty development; however, not all instructors have access to supportive structures. The Promoting Active Learning and Mentoring (PALM) network facilitated one-on-one faculty mentoring within a structured learning community to encourage active learning. Prior work ( n = 7, only Fellows) created three personas that characterized the range of different Fellows and their motivations for joining the PALM network. Following recruitment from the entire PALM network ( n = 120), both Fellows and Mentors were interviewed ( n = 38) about their interest in joining PALM and their experience in this professional development network. After coding each transcript, we identified three personas: Neil the Novice (limited active learning exposure, lacks role models), Bryn the Budding Expert (experienced implementing active learning, seeking more nuanced approaches, and networking), and Elena the Expert (experienced implementing active learning, integrated into networks, and wants to mentor). Interestingly, features of the previously identified persona, Issa the Isolated (a sense of isolation and a need for external support and validation), were observed in conjunction with two of the three personas—Neil the Novice and Bryn the Budding Expert—but did not form a separate persona. Some individuals reported progression to new personas as a result of participating in PALM. Our findings highlight the importance of supportive networks in helping faculty become more confident instructors. This qualitative analysis of persona development can be used to inform mentoring and other professional development initiatives.

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