Faculty development statistics help show how teaching support is used, what formats attract participation, and which structured programs produce documented completion outcomes. The University of Maryland, Baltimore County (UMBC) Faculty Development Center (FDC) reported 442 total unique individuals engaged with the center in academic year 2024–25. Its annual report also recorded 814 unique individuals who used FDC programs and services from 2022 through 2025.
Contents
- Engagement and reach
- Consultations and assessment support
- Programs and attendance over time
- Certificates and faculty learning communities
- Selected 2024–25 learning opportunities
- Grants, committees, and institutional support
Engagement and reach
The FDC’s 2024–25 figures distinguish between unique people and participation events. That distinction matters: one person may attend more than one program, while a unique-person measure counts an individual once within the stated category.
In 2024–25, the FDC reported:
- 442 total unique individuals across consultations and programs.
- 400 unique individuals at programs.
- 119 unique individuals using consultations.
- 44 programs.
- 1,231 total program attendances.
The annual report also recorded 126 total individual consultations during 2024–25. These measures describe different aspects of activity. The 126 consultations are interactions, while 119 is the number of unique people using consults. Likewise, 1,231 program attendances are visits or seats counted across offerings, while 400 is the number of distinct people attending programs.
The distinction between activity and reach is especially important when reading a faculty development report. A program may have many attendances because participants return for several sessions, while a consultation count can include more than one meeting involving the same person. The annual report therefore gives both event-style totals and unique-person totals rather than presenting one number as a complete measure of engagement. The 2024–25 figures also include assessment work, observations, and feedback activities that are reported separately from the headline program totals.
The longer reach measure is broader than the single-year total: UMBC reported 814 unique individuals using FDC programs and services from 2022–25. Because that period spans three years and the 442 figure covers 2024–25, the two values should not be added together or treated as the same annual measure. Both come from the UMBC FDC Annual Report 2024–25.
Consultations and assessment support
Consultation data show several layers of faculty-development work. In 2024–25, the FDC recorded 25 total individual assessment consultations and 41 unique contacts on assessment. It also held 45 department or unit assessment discussions. These counts suggest that assessment support included individual conversations as well as work with larger academic units, but the figures do not measure the quality or outcome of those interactions.
Classroom and group-feedback activity was also reported separately. During 2024–25, the FDC completed 24 class observations and 34 class or department small-group feedback activities. A class observation count is not interchangeable with a unique faculty count, and the report does not establish that each observation involved a different instructor.
The annual report provides historical context for individual consultations and meetings. The FDC recorded 50 in 2010–11, 93 in 2011–12, 121 in 2012–13, 117 in 2013–14, and 134 in 2014–15. Those figures cover the activity label used in the report, “total individual consultations and meetings,” and should not be compared with the 2024–25 total individual consultations as though the labels were identical.
Programs and attendance over time
The FDC reported 44 programs and 1,231 total program attendances in 2024–25. Earlier program and attendance figures provide a measured history of activity:
| Academic year | Programs | Total program attendances | Unique individuals at programs |
|---|---|---|---|
| 2010–11 | 28 | 414 | 206 |
| 2011–12 | 32 | 576 | 150 |
| 2012–13 | 30 | 462 | 197 |
| 2013–14 | 27 | 490 | 190 |
| 2014–15 | 30 | 472 | 204 |
| 2024–25 | 44 | 1,231 | 400 |
The historical series shows that the number of programs varied between 27 and 32 from 2010–11 through 2014–15, while the 2024–25 report lists 44 programs. Program attendances ranged from 414 to 576 in the earlier five-year sequence and reached 1,231 in 2024–25. The number of unique individuals at programs was 206 in 2010–11, 150 in 2011–12, 197 in 2012–13, 190 in 2013–14, and 204 in 2014–15, compared with 400 in 2024–25.
Consultation users also varied across the earlier years. The FDC recorded 45 unique individuals using consults in 2010–11, 67 in 2011–12, 85 in 2012–13, 83 in 2013–14, and 89 in 2014–15. The corresponding total unique-individual figures were 234, 202, 241, 231, and 270. These are reported historical counts from the UMBC FDC Annual Report 2024–25; they are not independent rechecks of the underlying records.
Certificates and faculty learning communities
Structured certificate programs provide another way to measure faculty development participation. The ALIT certificate program recorded 94 total completers from 2015–25. Within that total, ALIT produced 43 tenure-track faculty completers, 39 lecturer completers, and 12 adjunct or staff completers. The category figures describe reported completer groups and should not be used to infer additional demographic or career outcomes.
The INNOVATE certificate program recorded 59 total completers from 2016–25. The report specifically recorded 29 tenure-track faculty completers for INNOVATE. The supplied figures do not identify the remaining INNOVATE completers by role, so no further breakdown is stated here.
Faculty learning communities (FLCs) were another organized format. In academic year 2024–25, UMBC organized five faculty-led FLCs. Each group had five to nine faculty members and met 12 to 13 times during the year. Across the longer period from 2014 through 2025, UMBC reported 160 total unique FLC participants.
The FLC figures describe both current structure and cumulative reach. Five groups operating with five to nine faculty members indicates the planned group-size range, while 160 total unique participants covers the 2014–2025 period. The two measures therefore answer different questions: how the communities were organized in 2024–25 and how many unique participants were reported across the longer period.
The certificate and FLC measures also use different completion and participation concepts. A certificate completer is counted in a program total over a stated multi-year period, whereas an FLC participant is counted as a unique person across the 2014–2025 period. Neither figure indicates how many people participated in both formats. The report supplies the counts and dates, but it does not provide a cross-program deduplication measure.
Selected 2024–25 learning opportunities
The FDC annual report recorded attendance for several named events in 2024–25. The 8th Annual UMBC Provost’s Teaching & Learning Symposium took place on September 27, 2024, and drew 157 attendees. A Teaching with AI book discussion on October 2, 2024, drew 52 attendees.
Other reported sessions focused on assessment, learning data, and teaching practice:
- “Identifying and Addressing Learning Obstacles with Direct Measures,” held February 27, 2025, drew 16 attendees.
- “Digging into Student Learning Data,” held April 9, 2025, drew 21 attendees.
- “Writing and/or Talking About Your Teaching,” held May 14, 2025, drew 32 attendees.
These attendance figures are event-level counts. They do not establish that attendees completed a certificate, changed a course, improved student outcomes, or participated in another FDC service. They do, however, show the range of documented participation attached to particular offerings during the stated academic year.
The named events also illustrate how a single center can document different kinds of teaching support within one academic year. The symposium provided a large shared gathering, the book discussion focused on teaching with AI, and the other sessions addressed direct measures, student learning data, and discussion of teaching. Attendance is the common reported unit across these entries. The supplied figures do not include attendee roles, repeat-attendance rates, or post-event evaluation results, so those dimensions remain outside the measurement.
Grants, committees, and institutional support
Faculty development work can also be reflected in support beyond direct programming. In 2024–25, UMBC’s FDC reported seven Hrabowski Innovation Fund grants awarded. The FDC also reported supporting three external grants and supporting 15 campus committees or groups.
These figures represent reported awards and support activity, not dollar amounts. The supplied annual-report facts do not state the funding value of the seven Hrabowski Innovation Fund grants, the three external grants, or the resources associated with the 15 campus committees or groups. Accordingly, the counts identify the scale of documented support without estimating financial impact.
Taken together, the UMBC figures describe faculty development as a set of connected activities: programs with tracked attendance, consultations and assessment discussions, classroom observations, feedback activities, certificate completion, faculty-led learning communities, event participation, grants, and committee support. Each measure has its own period and unit of count, so meaningful interpretation depends on keeping those definitions visible alongside the number.