June 26, 2011
June 26, 2011
June 29, 2011
Continuing Professional Development
22.301.1 - 22.301.8
Three Engineers Tilting at Windmills Shifting the Teaching Culture from Loads and Whining to Collaboration, Creativity, and Inspiration In the early 1990’s, the University of Alberta was already using teaching awards, peerconsultation, and student course evaluations to motivate better teaching. While the culture waspositive, it was not informed or intentional. Over the last twenty years, the faculty has growndramatically, many new instructors have been hired, class sizes have increased, and the standardof teaching has changed dramatically. In this talk, we present some of the tools that have made adifference: • New Faculty Forums, where each new instructor was given the basic tools of solid pedagogy in an active learning environment • Workshops on Active Learning, Assessment, and Writing Well • Formation of a Teaching Enhancement Committee • Classroom Assessment Techniques, Midterm Course Evaluations, and Teaching Triads • Development of a Teaching Statement • Recent Changes to the Annual Report Form that include a substantial section on Scholarly Engagement with Teaching The three co-authors have been involved with all of these initiatives, and foresee excitingfurther developments in the future: workshops on self-assessment and learning objectives,development of visual learning and demonstration of pedagogical skills and artistry, and a wholeparadigm shift in the way we develop course materials and textbooks. We invite you to share ourvision - dramatic improvement of teaching without the investment of punishing amounts of time!
Kresta, S. M., & Sundararaj, U., & Nychka, J. A. (2011, June), Building an Engaged, Collaborative, and Inspired Teaching Culture Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. https://peer.asee.org/17582
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