Faculty Study Groups: Solving “Good Problems” Through Study, Reflection, and Collaboration

Pedagogy for Equity: Teaching in a Hispanic-Serving Institution

“…This peer mentoring has smoothed our transitions into the academy. Consistent with our process of affiliating with different communities flexibly, we recommend that junior faculty form single or multi-institutional peer mentoring groups on the basis of any relevant shared affiliation-gender, race/ethnicity, faculty status, cultural background issues, shared research interests, and/or other issues (Boice 2000;Friend and Gonzales 2009;Gillespie et al 2006;Piercy et al 2006;Wildman et al 2000). As faculty members, relating to each other's complex identities has also allowed us the opportunity to validate (Rendon 1994) our personal biographies as mixed-heritage Latinas, as well as our teaching approaches and concerns for educational equity.…”

Accompagner le développement pédagogique des enseignants universitaires à l’aide d’un cadre conceptuel original

“…Que ce soit les associations professionnelles de conseillers pédagogiques qui définissent les principes sous-tendant leur travail (Professional and organizational network in higher education, 2002a ; Staff and educational development network, 2005) ou les conseillers pédagogiques eux-mêmes (Di Napoli, Fry, Frenay et al, 2010), tous expriment un engagement à respecter la diversité des contextes locaux par une connaissance approfondie de ceux-ci et de leurs besoins spécifiques, une pratique informée par la recherche, par la valorisation de l'apprentissage plutôt que de l'enseignement et une collaboration entre conseillers pédagogiques et acteurs locaux (décideurs, enseignants, etc., voir notamment Candy, 1996 ;Hutchings & Shulman, 1999 ;Scott & Weeks, 1996 ;Steinert, 2000 ;Taylor, 2005b ;Wildman, Hable, Preston et al, 2000). or adopter une approche collégiale et coopérative à travers différents contextes locaux et institutionnels, tout en soutenant une approche informée par la recherche, ne va pas de soi (Knight & Wilcox, 1998).…”

Online Faculty Development and Assessment System (OFDAS): A Study of Academic Learning

“…Evidence (derived largely from on-demand University teaching quality assessment) has been accumulating regarding the potential of classroom learning environment assessments to improve University teaching and learning as well as staff development (Dallimore et al 2004). Classroom climate questionnaires in a field-specific class resulted in reflective changes in learning and instruction (Wildman et al 2000). Furthermore, researchers used questionnaires as dependent variables in order to demonstrate student changes in learning approaches and learning preferences prior to and after a curriculum innovation experience (Chung and Chow 2004).…”

“…Sixth and finally, perceptual assessment of classroom climate was well supported by empirical research (Dorman 2000). In addition, faculty were considered to be teaching researchers in charge of constructing and interpreting activities, having beliefs and a voice of their own (Wildman et al 2000;Marra 2005). …”