Abstract
Because faculty are trained as researchers and not as teachers, they may be unaware of how learning works and rely heavily on lectures to cover course content. However, research demonstrates the ineffectiveness of this content-oriented rather than learning-centered teaching strategy when used as the sole means of instruction. Lecturing on the ineffectiveness of lectures is also ineffective in changing faculty attitudes towards learning-centered teaching. During this interactive session, participants will learn how an eight-week “course” known as the Teaching Academy transformed participants’ ideas about effective teaching. By assuming the role of students while learning about teaching using learning-centered methodologies (i.e., collaborative learning, R.A.T. tests, rubrics, JiTT, concept maps, peer feedback, learning journals, classroom assessment techniques, etc.), participants experienced the positive impact of learning-centered teaching first-hand. Pre- and post-data shows that the Academy challenged participants’ beliefs and encouraged them to be more open to learning new teaching strategies to support students’ learning. In addition to learning about the Academy and its impact from the researchers, attendees at this session will also hear directly from several Academy graduates about their experiences at the Academy and its impact on their teaching.
Location
Room 115
Recommended Citation
Longfield, Judith; Lu, Hsiu-Lien; Sturges, Diana; Hamilton, Ellen; Psonak, Kevin; and Gayan, Melissa, "Moving Faculty towards Learning-Centered Teaching" (2014). SoTL Commons Conference. 17.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2014/17
Teaching Academy Flyer
Academy Goal_Learning Outcomes.docx (16 kB)
Teaching Academy Goals & Learning Objectives
Teach-Learn_Beliefs_Inventory.docx (21 kB)
Teaching-Learning Beliefs Inventory
Moving Faculty towards Learning-Centered Teaching
Room 115
Because faculty are trained as researchers and not as teachers, they may be unaware of how learning works and rely heavily on lectures to cover course content. However, research demonstrates the ineffectiveness of this content-oriented rather than learning-centered teaching strategy when used as the sole means of instruction. Lecturing on the ineffectiveness of lectures is also ineffective in changing faculty attitudes towards learning-centered teaching. During this interactive session, participants will learn how an eight-week “course” known as the Teaching Academy transformed participants’ ideas about effective teaching. By assuming the role of students while learning about teaching using learning-centered methodologies (i.e., collaborative learning, R.A.T. tests, rubrics, JiTT, concept maps, peer feedback, learning journals, classroom assessment techniques, etc.), participants experienced the positive impact of learning-centered teaching first-hand. Pre- and post-data shows that the Academy challenged participants’ beliefs and encouraged them to be more open to learning new teaching strategies to support students’ learning. In addition to learning about the Academy and its impact from the researchers, attendees at this session will also hear directly from several Academy graduates about their experiences at the Academy and its impact on their teaching.
