Fostering Institutional Readiness to Achieve Excellence in Teaching and Learning

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Fostering Institutional Readiness to Achieve
Excellence in Teaching and Learning

• A Plenary Session by
• Sue Borrego
• Dee Fink
• Damon Williams
• Moderated by Alma Clayton-Pedersen

AACU Greater Expectations Institute 2008
Snowbird, Utah
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TWO PREMISES The QUALITY of your educational
program the QUALITY OF STUDENT LEARNING in
and from the program GOAL of any organization ?
To be GOOD. To be BETTER 3-5-10 years from now,
than you are today.
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Educational Program THREE KEY FACTORS
Educational
Educational
Educational
Program
Program
Program
High Quality STUDENT LEARNING
Faculty
Students
Faculty
Students
Faculty
Faculty
Students
Students
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GENERAL FRAMEWORK FOR DISCUSSION
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• Key Role of FACULTY
• Make curricular decisions
• Teach courses
• Problem
• Limited preparation for either role
• Solution?
• Enhance their abilities
• Increase time spent learning about teaching,
  curriculum, etc.

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Getting Better Over Time
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1991 - 1995
1991 ACTIVE LEARNING 1991
COOPERATIVE LEARNING
1992 LEARNING STYLES
1993 CLASSROOM ASSESSMENT TECHNIQUES
1995 CRITICALLY REFLECTING ON YOUR OWN
TEACHING 1995 EVALUATING YOUR OWN
TEACHING 1995 EMOTIONAL INTELLIGENCE
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1996 - 2000
1996 TEACHING STUDENTS HOW TO ENGAGE IDEAS
1997 TEACHING PORTFOLIO 1997 DEEP LEARNING
1998 EFFECTIVE GRADING RUBRICS 1998 IN-DEPTH
UNDERSTANDING OF ONESELF AS A
PERSON/TEACHER
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1996 2000 (cont.)
1998 SERVICE LEARNING 1998 STRUCTURED
ASSIGNMENTS FOR SMALL GROUPS
1999 PEER REVIEW OF TEACHING 1999 LEARNING
COMMUNITIES
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2001 2004
2001 - PROBLEM-BASED LEARNING
2002 HOW THE BRAIN WORKS 2002
LEARNER-CENTERED TEACHING
2003 A TAXONOMY OF SIGNIFICANT
LEARNING 2003 INTEGRATED COURSE DESIGN
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2001 2004 (cont.)
2004 THEORIES OF LEARNING AND
MOTIVATION 2004 TEAM-BASED LEARNING 2004
LEARNING PORTFOLIOS 2004 INQUIRY-GUIDED
LEARNING 2004 FORMATIVE FEEDBACK 2004 WHAT
THE BEST COLLEGE TEACHERS DO
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2005 - 2006
2005 TEACHING INCLUSIVELY 2005 LEADING
DISCUSSIONS 2005 FINDING JOY IN TEACHING 2006
CONSTRUCTING COLLEGE COURSES 2006 SKILLFUL
TEACHING
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• Key Role of FACULTY
• Make curricular decisions
• Teach courses
• Problem
• Limited preparation for either role
• Solution?
• Enhance their abilities
• Increase time spent learning about teaching,
  curriculum, etc.
• What can you do?
• Re-shape FACULTY CULTURE
• embrace learning about teaching

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Re-Shaping FACULTY Culture
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Re-Shaping Faculty Culture

• Establish EXPECTATIONS
• Hire faculty who want to learn get better
• Beginning of year Plan faculty work
• Provide SUPPORT
• Open up TIME
• Provide faculty development program
• ASSESS REWARD Desired Kinds of Faculty Work
• Add Professional Enhancement to Faculty
  Assessment Criteria
• Assess teaching more holistically

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Re-Shaping Faculty Culture

• Establish EXPECTATIONS
• Hire faculty who want to learn get better
• Beginning of year Plan faculty work
• Provide SUPPORT
• Open up TIME
• Provide faculty development program
• ASSESS REWARD Desired Kinds of Faculty Work
• Add Professional Enhancement to Faculty
  Assessment Criteria
• Assess teaching more holistically

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PRIMARY DIMENSIONS OF FACULTY WORK
Quality of Work

• of Time
• Teaching _____
• Research ______
• 3. Service _____
• TOTAL 100

• 4. Professional Enhancement _____
• Teaching
• Research
• Service
• Professional Self-Management

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Shaping Faculty Culture

• Establish EXPECTATIONS
• Hire faculty who want to learn get better
• Beginning of year Plan faculty work
• Provide SUPPORT
• Open up TIME
• Provide strong faculty development program
• ASSESS REWARD Desired Kinds of Faculty Work
• Add Professional Enhancement to Faculty
  Assessment Criteria
• Assess teaching more holistically

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• Faculty Development WHAT IS IT?
• Process
• Activities that help faculty to learn new and
  better ideas on teaching learning, so that
• Intermediate Goal
• Faculty increase their teaching capabilities, so
  that
• Ultimate Goal
• STUDENTS more frequently have powerful,
  significant learning experiences, and
• The INSTITUTION more effectively fulfills its
  educational mission, and
• The educational needs of SOCIETY are met!

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• Faculty Development WHAT IS IT?
• The center provides multiple kinds of services
  for the university
• For FACULTY Typical activities include
• For UNIVERSITY (Organizational Development)
• Offers ideas on how POLICIES and PROCEDURES may
  need to change, to support better teaching and
  learning.

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Shaping Faculty Culture

• Establish EXPECTATIONS
• Hire faculty who want to learn get better
• Beginning of year Plan faculty work
• Provide SUPPORT
• Open up TIME
• Provide strong faculty development program
• ASSESS REWARD Desired Kinds of Faculty Work
• Add Professional Enhancement to Faculty
  Assessment Criteria
• Assess teaching more holistically

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Re-Shaping Faculty Culture

• Establish EXPECTATIONS
• Hire faculty who want to learn get better
• Beginning of year Plan faculty work
• Provide SUPPORT
• Open up TIME
• Provide strong faculty development program
• ASSESS REWARD Desired Kinds of Faculty Work
• Add Professional Enhancement to Faculty
  Assessment Criteria
• Assess teaching more holistically

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CRITERIA SOURCES OF INFORMATION
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Shaping Faculty Culture

• Establish EXPECTATIONS
• Hire faculty who want to learn get better
• Beginning of year Plan faculty work
• Provide SUPPORT
• Open up TIME
• Provide strong faculty development program
• ASSESS REWARD Desired Kinds of Faculty Work
• Add Professional Enhancement to Faculty
  Assessment Criteria
• Assess teaching more holistically

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GENERAL FRAMEWORK FOR DISCUSSION