Rethinking Teaching in Higher Education: a reasoned approach to the support of student learning Cheryl Amundsen (SFU), Cheryl Amundsen (SFU), Cynthia Weston,

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

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

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

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: 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 what constitutes effective faculty development (including the integration of technology in teaching) assumptions held about the nature of teaching and learning in higher education. assumptions held about the nature of teaching and learning in higher education.

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

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

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

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

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

Models of Teaching Expertise

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