Abstract
Higher education institutions commonly provide faculty professional development (PD) in teaching and learning, with the goal of enhancing student outcomes by improving instructional quality. Yet few existing studies link PD participation with student outcome measures. Empirical evidence on the impact of PD on student performance in higher education, particularly in STEM (Science, Technology, Engineering, and Mathematics) education is limited. Using institutional data from a large state university in California, we address this gap by estimating the impact of two online PD programs on student performance: an asynchronous program about developing online courses, open to faculty from all disciplines; and a synchronous program designed exclusively for STEM faculty, concentrating on STEM‐specific challenges and active learning strategies in online instruction. Using a difference‐in‐difference approach, our results indicate that both PD programs improved student grades, while only the STEM‐specific PD improved DFW rates and addressed equity gaps. To explain the difference in results between the two PD programs, we invoke a theoretical model positing that to improve student outcomes, faculty PD must teach strategies known to improve student performance, it must teach that content in ways known to improve faculty learning, and it must support faculty as they implement new strategies.