Thursday, October 11, 2012
A Learning-Centered Approach to Faculty Development
Where:
Four Points Sheraton Hotel and Conference Center
1125 Boston Providence Turnpike
Norwood, Massachusetts
When:9:00 am - 3:15 pm
Note: Registration starts at 7:30
Workshop Organizer: David Gannon and Robert Shea both of Bryant University
OutlookHigher education is in need of a paradigm shift. This call is not new and has not gone completely unheard. The advance of the assessment movement has yielded quality institutional and program level data. Technology in the classroom has improved the teaching & learning experience for many faculty and students. The scholarship of teaching & learning literature is filled with innovative classroom approaches. Yet despite such positive responses, innovation has largely occurred at the margins.
Essential change will require that institutions fundamentally alter what they do and how they do it. With a laser focus on student learning, institutions must refocus and recommit to their teaching & learning missions, effectively utilize learning outcomes data, support and reward classroom innovation, and make public their efforts in the form of scholarship of teaching & learning. Such demands suggest a prominent role for Centers for Teaching & Learning (CTL) as agents of change and the need for cross-campus collaboration. Contemporary CTLs must move beyond traditional functions and boundaries, forging collaborations with other campus constituencies to garner resources and foster initiatives aimed at scholarly approaches to improving teaching & learning.
This session will document the collaborative relationships and successful teaching and learning initiatives emerging out of several institutions.
Take aways:
Participants in this SIG will be able to:
• Describe examples of successful collaborative initiatives.
• Identify strategies for forging and maintaining collaborative campus relationships.
• Recommend approaches and incentives for engaging faculty.
• Develop plans to create or further collaborative initiatives on their own campus.
• Compare approaches to assessing the impact of collaborative teaching and learning initiatives.
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