Toward Mindful Teaching: Inspiring Teaching Innovation and Passion through Collaborative Communities
Abstract
Mindful teaching requires dedication and passion; both skills and the ability to transform quickly are often challenged by the rapidly evolving landscape of higher education. Faculty groups address this need by enhance teaching, professional development and scholarship while renewing faculty passion and giving them new skills. Selmer, J., Jonasson, C., & Lauring, J. (2013) note that participating in groups help faculty deal more effectively with conflict and improve engagement. Whiting, E., Wear, D., Aultman, J. M., & Zupp, L. (2012) discuss how faculty groups and reflective teaching work together to improve instruction. Gelmon, S., Blanchard, L., Ryan, K., & Seifer, S. D. (2012) examine how even informal groups can develop to foster scholarship.
This presentation examines how one university fosters internal groups and conferences, collaborative activities, and group participation in external events to improve faculty engagement. The session also examines how increased engagement by faculty improves teaching, professional development, and scholarship.
Participants will tour a variety of faculty driven groups and activities and examine the steps for creating a successful faculty driven event using a model employed by the university for department, school, and university wide conferences.
Selmer, J., Jonasson, C., & Lauring, J. (2013). Group conflict and faculty
engagement: is there a moderating effect of group trust?. Journal of Higher
Education Policy & Management, 35(1), 95-109.
doi:10.1080/1360080X.2013.748477
Whiting, E., Wear, D., Aultman, J. M., & Zupp, L. (2012). Teaching softly in hard
environments: Meanings of small-group reflective teaching to clinical faculty.
Journal For Learning Through The Arts, 8(1),
Gelmon, S., Blanchard, L., Ryan, K., & Seifer, S. D. (2012). Building capacity for
community-engaged scholarship: Evaluation of the faculty development
component of the faculty for the engaged campus initiative. Journal Of Higher
Education Outreach And Engagement, 16(1), 21-45.
Location
Rooms 113 & 115
Publication Type and Release Option
Event
Recommended Citation
Kelly, Teresa Marie, "Toward Mindful Teaching: Inspiring Teaching Innovation and Passion through Collaborative Communities" (2015). SoTL Commons Conference. 66.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2015/66
Toward Mindful Teaching: Inspiring Teaching Innovation and Passion through Collaborative Communities
Rooms 113 & 115
Mindful teaching requires dedication and passion; both skills and the ability to transform quickly are often challenged by the rapidly evolving landscape of higher education. Faculty groups address this need by enhance teaching, professional development and scholarship while renewing faculty passion and giving them new skills. Selmer, J., Jonasson, C., & Lauring, J. (2013) note that participating in groups help faculty deal more effectively with conflict and improve engagement. Whiting, E., Wear, D., Aultman, J. M., & Zupp, L. (2012) discuss how faculty groups and reflective teaching work together to improve instruction. Gelmon, S., Blanchard, L., Ryan, K., & Seifer, S. D. (2012) examine how even informal groups can develop to foster scholarship.
This presentation examines how one university fosters internal groups and conferences, collaborative activities, and group participation in external events to improve faculty engagement. The session also examines how increased engagement by faculty improves teaching, professional development, and scholarship.
Participants will tour a variety of faculty driven groups and activities and examine the steps for creating a successful faculty driven event using a model employed by the university for department, school, and university wide conferences.
Selmer, J., Jonasson, C., & Lauring, J. (2013). Group conflict and faculty
engagement: is there a moderating effect of group trust?. Journal of Higher
Education Policy & Management, 35(1), 95-109.
doi:10.1080/1360080X.2013.748477
Whiting, E., Wear, D., Aultman, J. M., & Zupp, L. (2012). Teaching softly in hard
environments: Meanings of small-group reflective teaching to clinical faculty.
Journal For Learning Through The Arts, 8(1),
Gelmon, S., Blanchard, L., Ryan, K., & Seifer, S. D. (2012). Building capacity for
community-engaged scholarship: Evaluation of the faculty development
component of the faculty for the engaged campus initiative. Journal Of Higher
Education Outreach And Engagement, 16(1), 21-45.
