Tuesday, November 5
3:20-3:40 PM

Teaching and Learning Institute: Best Practices for New and Seasoned Faculty

Practitioner's Research ID: 55418
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    Valerie Rutledge
    University of Tennessee at Chattanooga
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    Elizabeth Crawford
    The University of Tennessee at Chattanooga

Abstract: Although learning is the primary purpose of higher education, in many colleges and universities, faculty learning, and the need for such, is often not considered part of the process of faculty development. Weimer (2002) stated that the focus of faculty development efforts should be on faculty learning rather than wholly on teaching. Additionally, Johnson, et al. (2012) advised that faculty development initiatives be designed with both andragogy and transfer of learning theory in mind. This transfer of learning and using theory to engage practice may be a paradigm shift for traditional faculty and could include moving from a purely lecture-style of teaching to the incorporation of active learning strategies. When faculty can learn and apply the principles of andragogy and integrate them into their instructional practices, they may be able to transfer their own learning more easily in ways that enhance the learning environment (Johnson, et al., 2012).

Presider: Peggy Semingson, The University of Texas at Arlington


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