Poster Presentation – 2016 Quality Matters Conference in Portland, Oregon.
- Describe best practices for faculty development programs
- Share how faculty development programs for online teaching impact face-to-face pedagogy.
- Share research that describes how faculty development and teaching online has a positive impact on teaching and learning in all types of classrooms.
- Describe the format and objectives of the Teaching Online Workshop and its impact on face-to-face teaching at the University of Denver.
Historically, college faculty members learn how to teach based on how they were taught over their many years as students in a college classroom. Unfortunately, the “dominant paradigm for preparing colleges teachers has not, with few exceptions, included instruction about learning.”
According to Dr. Richard M. Felder, Professor Emeritus of Chemical Engineering,
“College teaching may be the only skilled profession for which no preparation or training is provided or required. You get a Ph.D., join a faculty, they show you your office, and then tell you “By the way, you’re teaching 205 next semester. See you later.” The result is the consistent use of teaching techniques that have repeatedly been shown to be ineffective at promoting learning.”
Another outspoken critic about the lack of opportunities for college faculty to learn about teaching and learning is author and researcher, L. Dee Fink. Dr. Fink recently visited the University of Denver during our Teaching and Learning Week to talk about high impact teaching practices. During his session for administrators, he made it very clear why he believes it is no longer acceptable to NOT require faculty to know about proven teaching strategies before they become college level teachers.
Dr. Fink’s recommendation to our administrators was to make professional development about teaching and learning, the 4th obligation of faculty members, in addition to the traditional emphasis on research, teaching, and service. In Fink’s foreward to Davis and Arend’s Facilitating Seven Ways of Learning book, he bluntly states that the lack of emphasis on requiring higher education faculty members to know about proven strategies that promote learning is the “shame of higher education today.”
According to John Sener, author of The Seven Futures of American Education: Improving Learning and Teaching in a Screen-Captured World, online education has become a major “source of faculty development and rejuvenation in US higher education.” Online education requires that faculty change their approach to teaching. There is a growing body of evidence that faculty apply best practice about teaching online to the design and development of their face-to-face courses.