Faculty Development

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

Curriculum Edge

Create New Ways of Organizing Courses/Experiences

Curricular Structure-Harness Engagement, Deep Learning, Choice

Fields of Knowledge-More Integrated, Global, Multi-Media

Technology Edge

Engagement, Collaboration, Online

Learning Community, Intellectual Capital

Games, Critical Thinking, Problem Solving, Decision Making

Time/Place Edge

Habits of Learning, Partnerships

Lifelong Learning, Time and Place Interact, Place-based Learning


Co-Teaching Edge

Expertise Matters – Students Need to Arrive At Their Own Understandings

Collaboration, Interdisciplinary, Connections, Arts Integration

Time, New Experiences, Relevance