Parker Palmer speaks of the “privatization of teaching” as one of the factors that prevent faculty from growing “more fully into the demands of the teacher’s craft.” At the same time, new methodologies of teaching and learning are changing the landscape of higher education. Because of privatization, faculty and TA are often unaware of how learning works and continue to rely heavily on lecture. During this interactive session, participants will learn how an eight-week “course” known as the Teaching Academy transformed participants’ attitudes towards learning-centered teaching. By assuming the role of students while learning about teaching using these new methodologies (i.e., collaborative learning, R.A.T. test, rubrics, JiTT, concept maps, peer feedback, learning journals, classroom assessment techniques, etc.), participants experienced the positive impact of learning-centered teaching first-hand. As “homework,” they were asked to try these strategies in their own classes. Pre- and post-data shows that the Academy challenged the beliefs of participants and encouraged them to be more open to learning new strategies to support students’ learning, thereby allowing them to become self-directed learners of effective pedagogical practices. In addition to learning about the Academy and its impact, attendees at this session will be invited to share their own learning to teaching college experiences and have the opportunity to think about how they could start a Teaching Academy on their own campuses.
33rd Annual Southern Regional Faculty Instructional Development Consortium (SRFIDC) Conference, Dalton, GA
"Critical Transitions in Faculty Learning: The Teaching Academy Story."
Centers for Teaching and Technology Staff Presentations.