Perceptions of Outreach, Theory, and Practice at Centers for Teaching and Learning

Abstract

Educational development originates from practice. It utilizes theoretical models and conceptual frameworks regarding a variety of phenomena in higher education, such as how teachers learn (Hopwood & Stocks, 2008), how to assess and motivate learning (Ginns, Kitay, & Prosser, 2008), how to foster socialization and mentorship (Mitchell, 2015), how to enhance education through evidence-based designs (Hennessey, 2017), and how to influence change (Kelley, Cruz, & Fire, 2017). To do this, faculty and staff at Centers of Teaching and Learning (CTL) must understand the philosophies and theories from such disciplines as psychology, sociology, philosophy, and education (Leibowitz, Bozalek, & Kahn, 2016). Further, they often have to understand the traditional pedagogies and communication styles of the disciplinary background of constituents (McDonald, 2010). In this way, it is not so much what could a CTL build into its programming, but what it needs to build to best serve its institution. Educational development encompasses the instructional, personal, professional, and academic needs of higher education faculty and staff. It offers opportunities for growth for higher education professions within the changing landscape of academia. Developers focus on the continued advancement of their fellow educators (Amber,

Investigation of Progressive Learning within a Statics Course: An Analysis of Performance Retention, Critical Topics, and Active Participation

“…Additionally, our results indicate that engage in progressive participation in additional activities perform well in the course. This is aligned with the positive effects of bonus points on final course performance [29] and the motivating effect of enhance learning [30].…”