The Role of Scholarship of Teaching in Faculty Development: Exploring an Inquiry-based Model

Adams, Pamela

doi:10.20429/ijsotl.2009.030106

Cited by 17 publications

(10 citation statements)

References 23 publications

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“…Faculty valued these meetings because they provided an opportunity to examine pedagogy, learning objectives, and teaching philosophies in an interdisciplinary context. It is notable that faculty training benefitted from the very same active learning techniques (McClure et al, 2008) or inquiry-based strategies that seminars provide to students (Adams, 2009). In programs with less prescriptive instructional team meetings, faculty still forged relationships across the campus and across disciplines (Wanca-Thibault et al, 2002).…”

Section: Previous Research: Communities Of Practicementioning

confidence: 99%

Faculty Experience Teaching in an Interdisciplinary First-Year Seminar Program: The Case of the University of Guelph

Murray

Wolf

2016

cjsotl-rcacea

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First-year seminar programs have been a feature on the landscape of post-secondary teaching and learning in the United States, since they first appeared in the 1880s at Boston University (Mamrick, 2005). More recently, they have begun to appear at Canadian universities. For example, first-year seminars were introduced a decade ago at the University of Guelph, as a campus-wide initiative. To recognize the first decade that these unique, interdisciplinary seminars have been offered, faculty were surveyed to understand better the impact of the program on those teaching in it, as well as their perceptions of their students. The experience of the University of Guelph suggests first-year seminar programs can have a significant influence on the teaching and professional experience of faculty and encourages them to extend their networks beyond the department and across the campus. Significantly, seminars serve as sites for pedagogical experimentation that can influence departmental curricula. Faculty who teach a first-year seminar have high satisfaction and report myriad benefits to morale, teaching, and research. The salutary effects of a first-year seminar program are not local but would be transferable across post-secondary institutions. Aux États-Unis, on a beaucoup parlé des programmes de séminaires de première année dans le paysage de la pédagogie dans l’enseignement supérieur, depuis leur première apparition dans les années 1880 à l’Université de Boston (Mamrick, 2005). Plus récemment, ils ont commencé à apparaître dans les universités canadiennes. Par exemple, des séminaires de première année ont été introduits il y a dix ans à l’Université de Guelph en tant qu’initiative à l’échelle du campus. Afin de marquer la première décennie au cours de laquelle ces séminaires interdisciplinaires uniques ont été offerts, une enquête a été menée auprès des professeurs pour mieux comprendre les effets du programme sur les enseignants, ainsi que les perceptions de leurs étudiants. L’expérience de l’Université de Guelph suggère que les programmes de séminaires de première année peuvent avoir une influence importante sur l’enseignement et sur l’expérience professionnelle des professeurs et peuvent les encourager à élargir leur réseau au-delà du département et sur tout le campus. Il est significatif de constater que les séminaires servent de sites pour des expériences pédagogiques qui peuvent influencer les programmes d’études départementaux. Les professeurs qui enseignent un séminaire de première année en retirent une grande satisfaction et rapportent une myriade d’avantages pour le moral, l’enseignement, et la recherche. Les effets salutaires d’un programme de séminaires de première année ne sont pas ressentis uniquement au niveau local, ils sont transférables à tous les établissement d’enseignement supérieur.

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Section: Previous Research: Communities Of Practicementioning

confidence: 99%

Faculty Experience Teaching in an Interdisciplinary First-Year Seminar Program: The Case of the University of Guelph

Murray

Wolf

2016

cjsotl-rcacea

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“…The CIRCLE Fellowship provides faculty with a practical, mentored experience in designing, implementing, and evaluating evidenced‐based teaching. The structure of this program is akin to a “structured‐inquiry” research experience, in which participants develop and implement a SoTL project, with guidance and mentoring provided by experienced practitioners (Adams, ; Buck, Bretz, & Towns, ). The SoTL project develops over two years.…”

Section: Structurementioning

confidence: 99%

“…This learning requires time, and it is facilitated via discussions with other faculty, practitioners of SoTL, and centers of teaching and learning. Faculty also need an opportunity to apply and extend their knowledge of SoTL by designing their own SoTL projects, with mentoring and guidance provided by staff from centers of teaching and learning (CTL), or other practitioners who have expertise in SoTL (Adams, ; McKinney, ). Develop multiple, informal opportunities for faculty to participate in “networking mentoring” as they develop, implement, and refine these projects. At our university, networking mentoring takes place within an instructional team including a faculty fellow, a graduate student or postdoctoral intern, and Teaching Center staff.…”

Section: Recommendations For Introducing Faculty To Sotl By Combiningmentioning

confidence: 99%

“…An important secondary goal is to increase the number of future STEM faculty who understand SoTL concepts and methodologies. This approach builds on and extends the work of centers for teaching and learning (CTL) in creating structures for faculty to begin to practice inquiry on teaching—whether that inquiry involves classroom assessment techniques, “action research,” or SoTL (e.g., Adams, ; Middendorf & Pace, ).…”

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confidence: 99%

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Developing Scholarly Teachers Through an SoTL Faculty Fellowship

Fisher

Repice

Dufault

et al. 2014

To Improve the Academy

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The increasing interest in incorporating evidenced‐based teaching in higher education has created a pronounced need for faculty to learn the theory and practice of the Scholarship of Teaching and Learning (SoTL). This article describes a program designed to prepare faculty to (a) draw on existing SoTL studies when designing and implementing evidenced‐based teaching methods, (b) design SoTL studies to test the effectiveness of those methods, and (c) integrate their new knowledge of SoTL into the practice of “scholarly teaching.” This program has proven to be a successful model for incorporating evidenced‐based teaching into undergraduate science, technology, engineering, and mathematics (STEM) courses at our university.

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“…Results suggested that early-career instructors who do not engage in faculty development programs decrease the extent to which they adopt a learner-centred teaching approach and become more reliant on instructor-centred teaching practices one year after participating in the program (Gibbs & Coffey, 2004). We reasoned that, as with their early-career colleagues, mid-career faculty members (and indeed those of any career stage), could benefit from a constructivist faculty development program, which as described by Adams (2009) is internally constructed and socially mediated, includes discussions on a wide selection of topics suited to the interests of participants, and is guided by a facilitator who encourages individual sense-making and problem-solving in a collaborative environment which encourages self-reflection and sharing best teaching practices and principles. In short, we wanted to encourage faculty members to move from the what of teaching to the why and how, consistent with a scholarly approach to teaching in which they develop strategies to shift from a teachingcentred to a learner-centred perspective (Åkerlind, 2007).…”

Section: Introductionmentioning

confidence: 99%

Educational Leadership in Teaching Excellence (EnLITE): A Peer-Driven Faculty Development Program

et al. 2019

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Educational Leadership in Teaching Excellence (EnLITE) is an 11-month faculty development program at the University of Guelph, Ontario. Created and led by faculty members and educational developers, EnLITE is designed to engage participants in the principles, practice and theory of teaching and learning in higher education and to promote a learner-centred approach to teaching. Participants critically examine and discuss scholarly topics on teaching and learning and in their own disciplines; collaborate with one or more teaching mentors; engage in peer classroom observation; and participate in other teaching-related activities informed by their individual learning plans. Our objective was to determine the perceived impact of EnLITE on participants’ teaching-related practices and experiences. We collected pre-, post- and one-year post-program quantitative and qualitative survey responses from each of the 2014-2015, 2015-2016 and 2016-2017 EnLITE cohorts (N = 17 participants representing a variety of disciplines; 71% female). There were significant improvements in participants’ perceived teaching practices related to critical self-reflection (13% increase from pre- to one-year post-program), student engagement (+28.2%), collaborative learning (+31%) and learner-centred pedagogy (+22.9%, all p < 0.05). There was little to no change in use of technology, student assessment, leadership, participation in communities of practice, or dissemination of teaching-related scholarship. These results provide empirical evidence of the effectiveness of a peer-driven faculty development program in promoting a learning-centred approach to teaching. Future research should determine whether these changes translate into improved student learning, and whether such programs demonstrate longer term improvements in engagement in teaching-related leadership, communities of practice and dissemination.

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The Role of Scholarship of Teaching in Faculty Development: Exploring an Inquiry-based Model

Cited by 17 publications

References 23 publications

Faculty Experience Teaching in an Interdisciplinary First-Year Seminar Program: The Case of the University of Guelph

Faculty Experience Teaching in an Interdisciplinary First-Year Seminar Program: The Case of the University of Guelph

Developing Scholarly Teachers Through an SoTL Faculty Fellowship

Educational Leadership in Teaching Excellence (EnLITE): A Peer-Driven Faculty Development Program

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