Beyond the Workshop
Edited By Maria B. Hopkins and Rachel Bailey Jones
Centers for teaching and learning all face the same dilemma: In a context where faculty are not required to partake in our services, how do we provide transformative learning experiences to which faculty willingly give their limited time? The answer, Maria B. Hopkins and Rachel Bailey Jones propose, is to move away from a workshop model of faculty development and toward a model that supports the kinds of connections among faculty that lead to self-sustaining growth and development. This edited book provides a breadth of innovative alternatives to fixed-schedule faculty development workshops that faculty are rarely attending due to the increasing complexity of their professional lives. The audience for this book is higher education administrators, faculty, and staff responsible for faculty development related to teaching and learning. Each chapter provides a detailed description of a faculty development initiative in practice that provide opportunities for creativity, adaptability, and collaboration among faculty. Public, private, and community colleges, small and large, research-focused and teaching-focused institutions are represented. The editors have taken on this project because this is the resource they wish they had when they began their work as directors of the teaching lab at their institution.
7. Learning to Teach by Being a Student
Katie M. Sabourin
For many faculty it has been a number of years since they have been in a student role taking a course for credit. When most faculty look back on their own educational experiences, they do not see visions of computers on every desk, cell phones in every pocket or interactive whiteboards on every wall. It goes without saying that the classroom of today looks and feels very different than the classrooms many faculty frequented during their own educational journey. Classes offered online through the web may not have even been a possibility at the time faculty completed their degrees, and if it was possible, very few faculty have taken a course of this kind as a student. In the 2018 Survey of Faculty Attitudes on Technology conducted by Inside Higher Education, only 31% of all faculty respondents report having taken an online course as student, while an even smaller number of tenured faculty, 19%, report doing so (Jaschik & Lederman, 2018). It is understandable that faculty may show resistance to the incorporation of new technology into their classrooms as a response to a lack of exposure to these types of teaching strategies and learning environments.
While incorporating technology into a physical classroom course may be a momentous change for some faculty, the idea of teaching a course fully online without any face to face interaction with students is something that can be even more difficult for many faculty to visualize in any tangible...
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