Friday, February 26, 2016

7 Things You Should Know about the 2016 Key Issues in Teaching and Learning

1 Academic Transformation Gardner Campbell, Vice Provost for Learning Innovation and Student Success, and Dean, University College, Virginia Commonwealth University Must higher education change? An overwhelming “yes” comes from various sectors: the Christensen disruption corner, various educational technologies (and the money following them), the “degree-completion agenda” that also goes by various names connected with “student success” (some little more than high-volume models of “get that C and get your degree”), and the drive toward “economic competitiveness” (a job upon graduation, U.S. market dominance). But another question also deserves our attention: Should higher education change? This latter question, sometimes overlooked, engages larger questions of value and meaning at the heart of the practice of schooling we call “higher.” In both cases, the primary agent of transformation, disruption, liberation, or commodification remains the computer, a mind-like invention that can turn relationships into automated transactions, as well as enlarge our capacity to store, retrieve, judge, share, and build on the products of human ingenuity.

 2 Faculty Development Norm Vaughan, Professor, Mount Royal University Faculty members in higher education are often overwhelmed with the competing demands on their time in the areas of teaching, research, and service. In order to overcome this issue, there has been a growing trend in faculty development to focus on the scholarship of teaching and learning (SoTL) through a community of inquiry (CoI) approach. SoTL attempts to integrate teaching, research, and service through a process of scholarly inquiry into student learning, which advances the practice of teaching by making the findings of the inquiry public. Rather than undertaking this inquiry process in isolation, faculty members are being encouraged to participate in CoIs, which are composed of other faculty, students, and staff. These CoIs engage in active and collaborative research projects that investigate student learning across the disciplines.

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