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Rethinking Teaching in Higher Education: a reasoned approach to the support of student learning

Rethinking Teaching in Higher Education: a reasoned approach to the support of student learning. Cheryl Amundsen (SFU), Cynthia Weston, Lynn McAlpine (McGill), Phillip Abrami (Concordia). Literature Reviews.

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Rethinking Teaching in Higher Education: a reasoned approach to the support of student learning

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  1. Rethinking Teaching in Higher Education:a reasoned approach to the support of student learning Cheryl Amundsen (SFU), Cynthia Weston, Lynn McAlpine (McGill), Phillip Abrami (Concordia)

  2. Literature Reviews • Earlier reviews of the literature. (Levinson-Rose & Menges, 1981; Weimer & Lenze, 1994) • Focus -- types of faculty development and measures of effectiveness.

  3. What Did They Find? • “Short one shot” workshops most common activity (1981; 1994). • More variation in instructional strategies reported in1994. • Targeted audiences (e.g., new faculty, TAs) (1994) • A few lengthier workshops, some with follow up (1994) • Satisfaction ratings - most common assessment (1981; 1994)

  4. Purposes of Our Literature Review • Update and go beyond previous reviews to “unpack” descriptions of and research about efforts to develop university teaching and identify: • assumptions held about what constitutes effective faculty development (including the integration of technology in teaching) • assumptions held about the nature of teaching and learning in higher education.

  5. How Are We Going About Our Task? • Period of review: 1994-2004 • Databases: ERIC; CISTI; Education- Online • Following citations and authors in papers read • Manual search of higher education journals • Note-taking format and discussion • Meta-Synthesis (Paterson,Thorne, Canam, & Jillings (2001)

  6. What Have We Found So far? • Technology focused workshops dominate (for example, Camblin & Steger, 2000). • Valued philosophy - most commonly “student-centred” (for example McNeal, 1998). • Somewhat more of a process orientation (for example, Light, Lua, Drane, & Fleming, 2004; Simpson, 2002).

  7. More Findings….. • Underlying theoretical framework - transformational learning (Mezirow, 1991) and situated cognition (Lave & Wenger, 1991) (for example, Warhurst, 2003). • View of professor within the institution - seems somewhat broader (for example, McAlpine, Saroyan, & Winer, 2004). • Disciplinary focus - seems more pronounced (for example, Deem, 2002)

  8. How Do We Situate Ourselves? • View of the individual instructor • The institutional context

  9. Theoretical Foundations of Our Work • Structure of knowledge in the disciplines (Donald 2004; 1997) • Pedagogical reasoning (Shulman 1986,1987; Schwab 1970) • Instructional design (Richley, 1986; Reigeluth, 1999) • Transformational learning (Mezirow, 1991; Cranton, 1996) • Professional thinking and action (Schon, 1983,1987)

  10. Models of Teaching Expertise

  11. Broader Institutional Perspectives • “Distributed leadership” -- From DOING for others to WORKING with others. • Multiple levels of interaction (professors, chairs, deans and committees). • Measuring the impact.

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