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Both Sides of the Desk Doctoral Students Reflect on Teaching

Both Sides of the Desk Doctoral Students Reflect on Teaching. Stephanie H. Chang University of Maryland, College Park. Lucy A. LePeau University of Maryland, College Park. Nicole Long University of Maryland, College Park. José-Luis Riera University of Delaware &

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Both Sides of the Desk Doctoral Students Reflect on Teaching

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  1. Both Sides of the DeskDoctoral Students Reflect on Teaching Stephanie H. Chang University of Maryland, College Park Lucy A. LePeau University of Maryland, College Park Nicole Long University of Maryland, College Park José-Luis Riera University of Delaware & University of Maryland, College Park • Claire Robbins • University of Maryland, College Park • & Shippensburg University

  2. Welcome! Introductions Overview of Session and Learning Partnerships Model (Baxter Magolda & King, 2004) Themes from Both Sides of the Desk Discussion Implications for Practice and Research

  3. Introductions Stephanie Lucy Nicole José Claire YOU!

  4. Why This Topic? As doctoral students with teaching opportunities, simultaneously in teacher and learner roles As educators, we seek “moment[s] when the lightbulb goes off and learning happens” (Riera, 2010, p. 17) Insist on the power of reflection for students, but how often do we reflect as educators? Reflective teaching and learning fosters intentionality in our practice and our profession

  5. Goals of Session Analyze the applicability of the “Learning Partnerships” model from both a student and teacher perspective (simultaneously) Reflect on learning that happens (or does not) when assuming formal roles as learners and teachers Come to appreciate the complexity of teaching and learning in student affairs and classroom settings Consider ways to implement pedagogies that actively work to engage students as learners

  6. The Learning Partnerships Model (Baxter Magolda & King, 2004, p. 41) Emerged from Baxter Magolda’s (2001) longitudinal research on young adult learning and development Three assumptions and three principles at the foundation of educational environments that promote self-authorship Facilitate outcomes of cognitive maturity, integrated identity, mature relationships, and effective relationships In this session, a framework for reflection on teaching and learning

  7. The Learning Partnerships Model Challenge Portray knowledge as complex and socially constructed Internal belief system Validate learners’ capacity to know Self is central to knowledge construction Internal identity Learning Partnership Situate learning in learner’s experience Share authority and expertise Mutual relationships Define learning as mutually constructing meaning Support (Baxter Magolda & King, 2004, p. 41)

  8. Themes from “Both Sides of the Desk” • Role of education, educator • Students have different expectations of you as educator in administration and in the classroom • Role conflict, power issues • What students tell you and what they don’t tell you • Authority struggles • What is knowledge, and who has the authority on knowledge? • Authority on content, authority in the learning process • Difficulty of shifting back and forth (code switching) • What does it mean to be a student and instructor in the classroom? • Falling into routine – status quo as teacher/student – easy to “mechanize” ourselves and not engage in the learning

  9. Other Themes? Your ideas?

  10. Discussion What are some of your own “lightbulb moments” as a student and educator?  If you could create a work/learning environment that would foster more such moments among college educators, what would that environment look like? What have you learned from students? When, in your time spent as an educator, have you felt like a learner?  When have you not felt like a learner? What is one question or issue related to teaching and learning that remains unresolved for you?

  11. Implications for Practice and Research How do educators strengthen their roles as educators in the classroom by assuming “both sides of the desk?” What take-away lessons can be gleaned about striving to mutually construct learning by assuming “both sides of the desk?” (Baxter Magolda, 2004; Riera, 2010) What are the implications for graduate education in student affairs – are there gaps in our teaching and learning? What are the implications of “both sides of the desk” for the Learning Partnerships Model? What are some important directions for more research and theory-building?

  12. References Baxter Magolda, M. B. (2001). Making their own way: Narratives for transforming higher education to promote self-development. Sterling, VA: Stylus. Baxter Magolda, M. B. (2004). Self-authorship as the common goal of 21st-century education. In M. B. Baxter Magolda & P. M. King (Eds.), Learning partnerships: Theory and models of practice to educate for self-authorship (pp. 1-35). Sterling, VA: Stylus. Baxter Magolda, M. B., & King, P. M. (2004). Learning partnerships: Theory and models of practice to educate for self-authorship. Sterling, VA: Stylus. Riera, J. L. (2010). Engaging pedagogy: One student's lesson in teaching and learning. About Campus, 15, 17-21. 

  13. Thank You! José-Luis Riera jriera@umd.edu Claire Robbins • crobbins@umd.edu Stephanie H. Chang chang@umd.edu Lucy LePeau • llepeau@umd.edu • Nicole Long • longn@umd.edu

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