Discussion and Recommendations
Faculty often model the exact behaviors we object to in our own learning experiences. We need to demonstrate good T/L in our own behaviors. Faculty need to understand learning and pedagogy as well as their respective disciplines. Should they be "required" to know these or participate in learning these? We are limited in assessing learning styles. Need flexibility in options -- modes of learning. Not be teaching to specific learning styles, but teaching so students can translate what is being taught to their specific learning styles. But, do (and how would) they know their respective learning styles. Point in paper: learning is transformational - if faculty were learning, we would see changes in their behavior. Ideas on new types of teaching (evidence of change): collaborative, peer editing, service learning, (computer) simulation, distance learning, self-paced, group discussion, project method, learning communities, interdisciplinary, etc. But, if we walk down the hall, what would we see as the predominant methodology? Lecture?
Issue: What about the time/resource requirements to change/innovate? Partial solutions: faculty loading; different view of role of faculty by both faculty and non-faculty (facilitator v. deliverer of content/content expert); mechanisms need to be in place to allow/support change; start with core of those who are more comfortable with new strategies/modes/ etc.; faculty person needs to accept personal responsibility for his/her own life-long learning.
What are our expectations of faculty as learner? And, does the system support those expectations?
We need to learn: we cannot make same assumptions about our students as were made of us; we need to know when what we are doing isn't working; there is greater diversity among student bodies; we must become life-learners both within our disciplines and learning (students learn in different ways, some modalities are more effective, etc.);
What Next?
Continue to learn more about learning
As faculty, be committed to learning from our students and community. Continue learning about learning.
I will implement a faculty support group on my campus to facilitate and discuss the implications of new instructional technology. (Name)
Be a model of lifelong professional learning in my activities and make that known to my students.
Encourage "sharing" of successful methods/techniques between faculty members.
Make curriculum real world problem-based to be more meaningful to students.
Develop more interdisciplinary learning communities; encourage dialogue that is interdisciplinary.
We're encouraging college-level groups to form as local "web-developer' groups, as follow-up to the successful, yearly event held last Oct at GCC (Alan Levine)
