Abstract
Historically, university faculty receive little training for becoming teachers. Some universities offer short workshops on teaching to their incoming faculty. However, few of these workshops last more than a few days or a week. We will report on the efficacy of an intensive month long teaching workshop designed for new faculty members. The goal of the workshop was to guide faculty through the process of course development while equipping participants with an appropriate pedagogical toolbox. Best practices in teaching and learning from the literature were emphasized. Participants exited the workshop with a fully developed semester course, including a syllabus, classroom instruction plans, lectures, activities, and assessment strategies. At the end of the first semester of teaching, new faculty were observed. Thus, we will report on the student-centered versus faculty-centered focus of new faculty who attended the workshop in comparison to new faculty who did not attend the workshop.
Location
Savannah, GA
Recommended Citation
Gatch, Delena Bell; Cawthorn, Michelle; and Darley, Joy W., "Effects on Teaching of an Intensive Summer New Faculty Workshop" (2013). SoTL Commons Conference. 1.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2013/1
Effects on Teaching of an Intensive Summer New Faculty Workshop
Savannah, GA
Historically, university faculty receive little training for becoming teachers. Some universities offer short workshops on teaching to their incoming faculty. However, few of these workshops last more than a few days or a week. We will report on the efficacy of an intensive month long teaching workshop designed for new faculty members. The goal of the workshop was to guide faculty through the process of course development while equipping participants with an appropriate pedagogical toolbox. Best practices in teaching and learning from the literature were emphasized. Participants exited the workshop with a fully developed semester course, including a syllabus, classroom instruction plans, lectures, activities, and assessment strategies. At the end of the first semester of teaching, new faculty were observed. Thus, we will report on the student-centered versus faculty-centered focus of new faculty who attended the workshop in comparison to new faculty who did not attend the workshop.
