Transforming the Teaching of Thousands: Promoting Evidence-based Practices at Scale
Thursday
1:15pm - 2:45pm
Brighton 1/2
Thematic Symposium
Kay Halasek, Ohio State University-Main Campus
Andrew Heckler, Ohio State University-Main Campus
What happens when a Research I university president charges a group of faculty thought leaders with questioning the standard paradigm of instruction and envisioning a system that more effectively promotes continual improvements in teaching and learning?
In 2016, this extraordinary scenario began at our institution. Since then we have engaged our colleagues from across the university in envisioning an enterprise-wide program of continued professional learning for student success. We are now moving from developing and implementing into the next stages of examining and demonstrating the impact of this transformational process and institutional change. The goals of this symposium are to present and reflect upon findings, share our current vision and challenging questions, and provide an opportunity for attendees to reflect on and discuss how our efforts may relate to their own institutions.
Several critical principles inform our work, most specifically that faculty must be actively engaged in the process of and recognized for their own continued professional learning and contributions to institutional transformation. This "activism" occurs as faculty challenge traditional instructional practices, learn about and implement effective practices, engage in research in teaching and learning, redesign departmental- or college-level policies on evaluation of and rewards for teaching, and engage in communities of practice for continued professional development.
This symposium will outline the 1) establishment of the faculty-led institute for teaching and learning with goals that extend beyond traditional teaching centers to include policy, research, and engagement with non-profit and government agencies; 2) creation of faculty mentoring and new faculty programs; and 3) launch of a university-wide professional learning program that includes salary incentives for all faculty who complete the three-tier program: a self-assessment, institute-developed online course on effective teaching, and instructional redesign for learning. We will also present data and insights gained from over 2000 faculty engagements in these programs.
In 2016, this extraordinary scenario began at our institution. Since then we have engaged our colleagues from across the university in envisioning an enterprise-wide program of continued professional learning for student success. We are now moving from developing and implementing into the next stages of examining and demonstrating the impact of this transformational process and institutional change. The goals of this symposium are to present and reflect upon findings, share our current vision and challenging questions, and provide an opportunity for attendees to reflect on and discuss how our efforts may relate to their own institutions.
Several critical principles inform our work, most specifically that faculty must be actively engaged in the process of and recognized for their own continued professional learning and contributions to institutional transformation. This "activism" occurs as faculty challenge traditional instructional practices, learn about and implement effective practices, engage in research in teaching and learning, redesign departmental- or college-level policies on evaluation of and rewards for teaching, and engage in communities of practice for continued professional development.
This symposium will outline the 1) establishment of the faculty-led institute for teaching and learning with goals that extend beyond traditional teaching centers to include policy, research, and engagement with non-profit and government agencies; 2) creation of faculty mentoring and new faculty programs; and 3) launch of a university-wide professional learning program that includes salary incentives for all faculty who complete the three-tier program: a self-assessment, institute-developed online course on effective teaching, and instructional redesign for learning. We will also present data and insights gained from over 2000 faculty engagements in these programs.
Program
Institute leaders will present our program in continued professional learning and use it as a point of departure for conversation among symposium attendees:Speaker 1 will provide a brief overview of the design and development of the program, including its action framework, which highlights critical partnerships and collaborations, academic leadership and grassroots involvement, and program participation rates.
Speaker 2 will present research findings associated with the self-assessment and intersections of university-wide data collected with specific focus on instruction in undergraduate classrooms across disciplines.
Speakers 1 and 2 will present faculty response to, assessment of, and themes arising from their reflections on teaching and learning. (20 minutes)
Q&A about the program will follow. (15 minutes)
Attendees will then be grouped to discuss affordances and constraints associated with establishing an institution-wide continued professional learning program in their institutional contexts. What might they do differently and why? What limitations or barriers would they likely encounter in shifting the teaching culture at their institutions and how might they address those challenges? What improvements to or refinements of this program are possible based on their institutional context? (30-40 minutes)
A 15-minute reporting out will follow. Attendees will be encouraged to meet with institutional representatives following the symposium.
ASCN Presentation April 2019.pptx (PowerPoint 2007 (.pptx) 19.4MB Apr14 19)
UITL fact sheet InDesign FINAL 032919.pdf (Acrobat (PDF) 47kB Apr14 19)