Our Greatest Hits from 2018
A Culture that Values Professional Development of Teaching and Learning
As we prepare for a new academic term, we’re reflecting on the ideas we highlighted on our blog in 2018. Our top five blog posts included a reminder about the value of storytelling, an interesting Q&A with Dr. Gail Mellow and perspectives from other thought leaders.
These are the stories that our readers responded to, engaged with and shared. We are grateful to our contributors and our growing community as we work to build a Teaching Success Movement.
Towson University: Teaching Success
Given that the mission of most colleges and universities is teaching and learning, one would assume a primary part of their culture would be professional development around teaching. But, teaching expertise has evolved to mean expertise in content – leaving pedagogy largely overlooked. Unless campus leaders and faculty developers recognize that the history of our campuses has backed in a culture that is not conducive to pedagogical development, then the endeavor can feel like ramming up against a brick wall.
A Conversation with Dr. Gail Mellow and David Yaskin
In this webinar recording, we highlight the work of Towson University and hear directly about the connections they are making between sustained faculty development, classroom instruction and student success.
Supporting Adjunct Faculty to Advance Student Success in Community Colleges
Faculty Guild recently announced its exclusive agreement to scale the faculty development model pioneered by the LaGuardia Community College Foundation (LGCCF). We sat down with Dr. Gail Mellow, president of LaGuardia Community College, and David Yaskin, CEO of Faculty Guild, to get a better idea of what this means.
Is Teaching Quality the Next Front for Education Investors?
In 2016, Achieving the Dream, a non-profit student success organization, provided six colleges with funds and support to experiment with strategies to engage adjunct faculty in the service of improving outcomes for students. The Community College Research Center (CCRC) partnered with ATD to assess the effort. A new CCRC brief summarizes baseline research on faculty experiences at the six colleges and describes strategies the colleges are employing to address part-time faculty members’ needs.
The Importance of Context: An Exploration of Factors Influencing the Adoption of Student-Centered Teaching Among Chemistry, Biology and Physics Faculty
The Chronicle of Higher Education
Over dinner, [Dr. Gail] Mellow told [David] Yaskin about the book she had co-written, Taking College Teaching Seriously, which described the methodology she and hundreds of colleagues had developed in tackling the subject as part of a project called Global Skills for College Completion.
For Yaskin, it was a lightbulb moment. After reading the first chapter, he says, “I realized this is what I’m going to spend the next decade doing.”
Faculty Guild to Scale Faculty Development Model Pioneered by LaGuardia Community College Foundation
This study examines departmental environment impacts that influence faculty adoption of evidence-based instructional practices in specific STEM fields (chemistry, biology, physics) at a single, large research university.
Lund, T.J. & Stains, M. (2015). The important of context: an exploration of factors influencing the adoption of student-centered teaching among chemistry, biology, and physics faculty. International Journal of STEM Education, 2(13). DOI 10.1186/s40594-015-0026-8
Achieving a Scaled Implementation of Adaptive Learning through Faculty Engagement
Faculty Guild, an educational services and technology organization focused on improving student outcomes through purposeful teaching, today announced that it has exclusively licensed the research, methodology and assets of the Global Skills for College Completion (GSCC) project, led by the LaGuardia Community College Foundation. LaGuardia Community College is one of 24 institutions within The City University of New York.
Toward ‘Hybridised’ Faculty Development for the Twenty-First Century
This paper presents a case study describing the implementation of adaptive learning at Colorado Technical University (CTU) with a focus on faculty adoption. A number of barriers to the adoption of technology will be discussed and more importantly, how CTU overcame these barriers.
Johnson, Constance and Zone, Emma (2018) "Achieving a Scaled Implementation of Adaptive Learning through Faculty Engagement: A Case Study," Current Issues in Emerging eLearning: Vol. 5 : Iss. 1 , Article 7.
Report: Three Early Indicators from the Teaching Success Movement
This article highlights the benefits of communities of practice for faculty and the importance of leveraging both online and face-to-face interaction to maximize the impact of professional development.
Brooks, C. (2010). Toward ‘hybridised’ faculty development for the twenty-first century: blending online communities of practice and face-to-face meetings in instructional and professional support programmes. Innovations in Education and Teaching International, 47(3), 261-270. DOI: 10.1080/14703297.2010.498177
Helping to Build the Teaching Success Movement
In this inaugural report, we introduce three data-driven insights that higher education can leverage to offer support and community to faculty members, especially those who commit to an ongoing practice of quality improvement in teaching. It is an important step forward with many exciting opportunities ahead.
Shifting Focus from Content to Teaching
Great teaching matters. At Faculty Guild, we are on a mission to empower faculty to be change agents for purposeful teaching – not only in the classroom but also through a large network of faculty nationwide. Our goals are not small. In fact, we see it as a movement. We call it the Teaching Success Movement.
Facilitator Notes: A Conversation with Lisa Levinson
At Faculty Guild, our facilitators participate in the same weekly journaling and reflection process that our fellows experience. In this blog, facilitator Karen Costa agreed to let us share one of her early reflections on the importance of shifting the focus from content to teaching.
Using Appreciative Inquiry
Lisa Levinson is a facilitator with Faculty Guild. She has taught at the college and community college levels as both a full-time and adjunct faculty member. The following post captures some of her thoughts on a Faculty Guild fellowship. She provides great insight into which of the evidenced-based instructional practices she thinks faculty most commonly avoid and which ones they most intuitively understand.
Online Teaching Practices and Appreciative Inquiry
This article explores how one lecturer in higher education used an appreciative inquiry approach to enhance her teaching practice, including the positive impact strengths-based inquiry had on her planning for future enhancement of her teaching.
Giles, D. & Kung, S. (2010). Using appreciative inquiry to explore professional practice of a lecturer in higher education: Moving towards a life-centric practice. Australian Journal of Adult Learning, 50(2), 208-322.
Experiences from the Teaching Success Movement
This case study explores the use of appreciative inquiry in the online classroom and its relationship to adult learner motivation, engagement, and performance. The study indicated that using an appreciative inquiry approach has a positive impact on the learning environment regardless of discipline.
Johnson, B.A. (2014). Transformation of online teaching practices through implementation of appreciative inquiry. Online Learning, 18(3), 1-21.
Transforming Teacher Practice: Becoming the Critically Reflective Teacher
We recently had the opportunity to connect with the team at Towson University– a founding partner of Faculty Guild. Our goals were straightforward. We wanted to celebrate with our fellows and share the results of the first term with their administrators.
Active Learning Boosts Performance in STEM Courses
This article discusses the value, benefits and suggested practices in becoming a critically reflective teacher.
Larrivee, B. (2000). Transforming teacher practice: Becoming the critically reflective teacher. Reflective Practice: International and Multidisciplinary Perspectives, 1(3), 293-307. doi: 10.1080/14623940020025561
Community of Practice Framework
In this article from the Proceedings of the National Academy of Sciences, see how active learning significantly impacts student outcomes.
Scott Freeman, Sarah L. Eddy, Miles McDonough, Michelle K. Smith, Nnadozie Okoroafor, Hannah Jordt, Mary Pat Wenderoth. Proceedings of the National Academy of Sciences Jun 2014, 111 (23) 8410-8415; DOI: 10.1073/pnas.1319030111
This review examines the role that Wenger’s Community of Practice framework has played in online and blended learning research.
Smith, S.U., Hayes, S., & Shea, P. (2017). A critical review of the use of Wenger's Community of Practice (CoP) theoretical framework in online and blended learning research, 2000-2014. Online Learning Journal, 21(1), 209-237. doi: 10.24059/olj.v21i1.963