1. MAPPING TEACHING JOURNEYS NANCY CHISM FACET ANNUAL RETREAT MAY 18, 2013

2. HOW DEVELOPMENT OCCURS

3. THINK ABOUT A TIME WHEN YOU CHANGED YOUR TEACHING. What was the change? Why did you make this change? How did you know that it was working or not?

4. CYCLE OF DEVELOPMENT

5. CYCLE OVER TIME

6. PATTERNS OVER TIME

7. FOCUS BY STAGE OF TEACHING DEVELOPMENT KugelRobertson Fuller & Bown Svinicki (in Richlin) Anticipation InternalSelfSelf-centeredSelf-SurvivalDoing it right Task-orientedSubject Task Orchestrating learning Student- focused Student Learner- centered Student TransactionalLearning Student active Transaction between teacher and learner Partnership with students

8. TEACHING THEORY FOCUS Transmitting information Designing tasks for engagement Understanding/promoting individual mastery

9. SUBJECT FOCUS Narrow and surface Broader and deeper Multidimensional/interdisciplinary

10. ENERGY FOCUS Early Learning discipline Choosing academic career Getting into the academic world Socialization, conformity Intermediate Early academic career Settling in Making a name Laying groundwork (developing courses, research agenda, colleague networks) Working toward tenure Middle Gaining autonomy Rearranging priorities according to interests Attaining needed security Advanced Accepting career plateau or seeking new goals Staying comfortable or branching out Introspective or interpersonal focus Senior Continued engagement or withdrawal Nurturing/mentoring Leadership Leaving a legacy More detail in Bland & Bergquist (1997), Figure 3, p. 45.

11. INDIVIDUAL PATTERNS MAP EACH TEACHER’S JOURNEY

12. REFERENCES Bland, C., & Bergquist, W. H. (1997). The vitality of senior faculty members: Snow on the roof—fire in the furnace. ASHE-ERIC Higher Education Report, 25, 7. Washington, DC: George Washington University. Fuller, F.F., & Bown, O.H. (1975). On becoming a teacher. In K. Ryan (Ed.), Teacher education, part 2, 74 th Yearbook of the National Society for the Study of Education. Chicago: University of Chicago Press. Kugel, P. (1993). How professors develop as teachers, Studies in Higher Education, 18, 315-328. Richlin, L. (2006). Blueprint for learning: Constructing college courses to facilitate, assess, and document learning. Sterling, VA: Stylus. Robertson, D. L. (1999). Professors’ perspectives on their teaching: A new construct and developmental model, Innovative Higher Education, 23(4), 271-294.