Action brings with it its own courage, its own energy, a growth of self-confidence that can be acquired in no other way.
~ Eleanor Roosevelt
Approaching faculty development from a ‘learning perspective’ rather than ‘receiving an education’ requires faculty to consider and experience new paradigms of learning; engage in reflective practice, integrate students’ voice into the teaching and learning process, and engage in the meta-analysis of learning as students reflection on their learning and development as a result of meaningful learning opportunities created by faculty who consider crafting meaningful moments of learning.
I integrate several frameworks into my pedagogical practice and faculty learning experiences; reflective practice (Brookfield), learner-centered (Weimer), student development (Baxter-Magolda), significant learning (Fink), and critical pedagogy (Wink).
Edges of Innovation (Chen)
M0dernize Our Thinking About Education
Learning Process, Role of Students, Role of Faculty, Technology
Opinions Firmly Rooted in Personal Experience
Create New Ways of Organizing Courses/Experiences
Curricular Structure-Harness Engagement, Deep Learning, Choice
Fields of Knowledge-More Integrated, Global, Multi-Media
Engagement, Collaboration, Online
Learning Community, Intellectual Capital
Games, Critical Thinking, Problem Solving, Decision Making
Habits of Learning, Partnerships
Lifelong Learning, Time and Place Interact, Place-based Learning
Expertise Matters – Students Need to Arrive At Their Own Understandings
Collaboration, Interdisciplinary, Connections, Arts Integration
Time, New Experiences, Relevance