Rethinking Teaching in Higher Education:Rethinking Teaching in Higher Education:

a reasoned approach to the support of student learninga reasoned approach to the support of student learning

Cheryl Amundsen (SFU), Cheryl Amundsen (SFU),

Cynthia Weston, Lynn McAlpine (McGill),Cynthia Weston, Lynn McAlpine (McGill),

Phillip Abrami (Concordia)Phillip Abrami (Concordia)

Literature ReviewsLiterature Reviews

Earlier reviews of the literature. Earlier reviews of the literature. (Levinson-Rose & Menges, 1981; Weimer & (Levinson-Rose & Menges, 1981; Weimer & Lenze, 1994)Lenze, 1994)

Focus -- types of faculty development and Focus -- types of faculty development and measures of effectiveness.measures of effectiveness.

What Did They Find?What Did They Find?

““Short one shot” workshops most common activity Short one shot” workshops most common activity (1981; 1994).(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; Satisfaction ratings - most common assessment (1981; 1994)1994)

Purposes of Our Literature ReviewPurposes of Our Literature Review

Update and go beyond previous reviews to “unpack” Update and go beyond previous reviews to “unpack” descriptions of and research about efforts to develop descriptions of and research about efforts to develop university teaching and identify:university teaching and identify:

assumptions held about what constitutes assumptions held about what constitutes effective faculty development (including the effective faculty development (including the integration of technology in teaching) integration of technology in teaching)

assumptions held about the nature of teaching assumptions held about the nature of teaching and learning in higher education.and learning in higher education.

How Are We Going About Our Task?How Are We Going About Our Task?

Period of review: 1994-2004Period of review: 1994-2004

Databases: ERIC; CISTI; Education- OnlineDatabases: ERIC; CISTI; Education- Online

Following citations and authors in papers readFollowing citations and authors in papers read

Manual search of higher education journalsManual search of higher education journals

Note-taking format and discussion Note-taking format and discussion

Meta-Synthesis (Paterson,Thorne, Canam, & Jillings Meta-Synthesis (Paterson,Thorne, Canam, & Jillings (2001)(2001)

What Have We Found So far?What Have We Found So far?

Technology focused workshops dominate (for example, Technology focused workshops dominate (for example, Camblin & Steger, 2000).Camblin & Steger, 2000).

Valued philosophy - most commonly “student-centred” Valued philosophy - most commonly “student-centred” (for example McNeal, 1998). (for example McNeal, 1998).

Somewhat more of a process orientation (for example, Somewhat more of a process orientation (for example, Light, Lua, Drane, & Fleming, 2004; Simpson, 2002).Light, Lua, Drane, & Fleming, 2004; Simpson, 2002).

More Findings…..More Findings…..

Underlying theoretical framework - transformational Underlying theoretical framework - transformational learning (Mezirow, 1991) and situated cognition (Lave & learning (Mezirow, 1991) and situated cognition (Lave & Wenger, 1991) (for example, Warhurst, 2003).Wenger, 1991) (for example, Warhurst, 2003).

View of professor within the institution - seems View of professor within the institution - seems somewhat broader (for example, McAlpine, Saroyan, & somewhat broader (for example, McAlpine, Saroyan, & Winer, 2004).Winer, 2004).

Disciplinary focus - seems more pronounced (for Disciplinary focus - seems more pronounced (for example, Deem, 2002)example, Deem, 2002)

How Do We Situate Ourselves?How Do We Situate Ourselves?

View of the individual instructorView of the individual instructor

The institutional contextThe institutional context

Theoretical Foundations of Our WorkTheoretical Foundations of Our Work

Structure of knowledge in the disciplines (Donald 2004; Structure of knowledge in the disciplines (Donald 2004; 1997)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 ExpertiseModels of Teaching Expertise

Broader Institutional PerspectivesBroader Institutional Perspectives

““Distributed leadership” -- From DOING for others to Distributed leadership” -- From DOING for others to WORKING with others.WORKING with others.

Multiple levels of interaction (professors, chairs, deans Multiple levels of interaction (professors, chairs, deans and committees).and committees).

Measuring the impact. Measuring the impact.