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It’s a new world!
Beth HarrisonUniversity of
Dayton
Who are you? What are your issues re working with faculty? Training for faculty. Need to
change the way they think. More than the minimum. Build bridges. Don’t wait: UD now! Submit textbooks on time. Captioning. More work? Share notes with students.
Today’s Agenda
Objectives
Some disclaimers
Faculty culture
Considerations in working with faculty
Material added during the session
Objectives
To help you understand faculty culture at the college level
To provide you with strategies for working successfully with faculty re issues of access3 GREAT books (all from Jossey-Bass pub)
Some disclaimers
My background: faculty faculty developer
student support Universal Design with AHEAD
Describe faculty, not defend . . . . . . EXCEPT in one thing
From my experience
Bergquist & Pawlak,Engaging the Six Cultures of the Academy 2nd edition, 2008
Culture = “a container for the anxiety
that individuals feel about their environment”
6 cultures
Collegial
faculty culture
Managerial
efficiencycompetencerealistic
Advocacy
confrontationeffective use of resources
Tangible
rootscommunitylocal values
Developmental
rationalityattention to the person student success
Virtual
new virtual
formsglobalizationcollaboration
Collegial (faculty) culture Quality = complexity of
thought, not practical or concrete or contemporary (England)
Free scientific research: willful & autonomous faculty (Germany)
Goal: prepare students for grad school
Collegial (faculty) culture Identity through the discipline Teaching = time away from
research, scholarship Focus on competition,
prestige, dominance Students not at top of faculty
list Lacks organization, coherence
Collegial (faculty) culture Universities as collegial
Community colleges as managerial
Superiority, exclusivity
1. Remember: Most faculty have never had formal training in teaching.
Taught to be researchers How do you develop a course
if no training? From what worked best for you!
Bergquist’s “anxiety” Don’t know to think
differently
2. Teaching is an intensely personal act.
Identity Not easy to change Threat
Parker Palmer, The Courage to Teach
3. Approach faculty as peers.
Hierarchy, castes in the academy
Use first names?
Don’t let yourself be intimidated
4. Most faculty ARE interested in having their students do well.
Passion for their subject, want to share it (loneliness)
Don’t know how to work better with students
Fear of failing
5. Faculty concerns:
Rigor
“Fairness”
More work?
Don’t get in the way of tenure!
6. All learners differ, including faculty.
Should you just talk in real time? Give a written description or chart?
Send something ahead to give the faculty member processing time?
Prescriptive vs. suggestive?
7. Focus on student learning.
Avoid the “numbers game”: when I have a student like that, I’ll . . .
Learner differences
Learner-centered education
Your faculty development office
Maryellen Weimer, Learner-centered Teaching
8. Take an “appreciative inquiry” approach.
Ask faculty about their own experience . . . As a learner . . . When did it feel
best?
As a teacher . . . When did it feel best?
Then build on that
9. With a group of faculty, be “multivocal”.
Know your audience, at least in general
Repeat in different ways
Give examples at different levels
Speak to the most anxious first(specific, concrete abstract, open)
Things that come up during the session discussion Feel free to contact me with questions or issues I might be able to help with!
Beth Harrison University of Dayton
Things that come up during the session discussion Nicole Ofiesh work on timed testing
(middle school level, I think): Students who know the material do not do significantly better with extended time. Neither do students who don’t know the material. But students who know the material and can’t produce it in the required format in the required amount of time DO do significantly better with extended time.
**I’ll look for the specific references, post them when I find them.
Things that come up during the session discussion Inexpensive, short, readable faculty
development updates: The Teaching Professor newsletter edited
by Maryellen Weimer National Forum on Teaching & Learning
newsletter
**Check to see if your faculty development office gets these or if you have an institutional subscription (through your library?)
Things that come up during the session discussion **I don’t know of anything right now
that brings faculty development and disability work together in a broad yet useful way.
Maybe we/I could start a column in the ALERT or a monthly e-newsletter through AHEAD to do that? Let me know if you’re interested, and I’ll talk with AHEAD. It could be a Dear Abby sort of thing or a short article each time.
