Location via proxy:   [ UP ]  
[Report a bug]   [Manage cookies]                
SlideShare a Scribd company logo

dr_aziza_ellozy.ppt

•Download as PPT, PDF•
•
A
AnandKumar279666

This document discusses the challenges facing higher education and the role of teaching centers in addressing these challenges. It provides a case study of the Center for Learning and Teaching (CLT) at the American University in Cairo. The CLT was established in 2002 and has grown its staff and programs over time. Key aspects of launching and sustaining the CLT included learning from other centers, listening to faculty needs, reaching many faculty, aligning with institutional priorities, gaining administrative support, institutionalizing initiatives, ongoing assessment, ensuring voluntary participation, and cultivating collegiality.

1 of 47
Dr. Aziza Ellozy, Center for Learning and Teaching Founding Director, Associate Dean for Learning Technologies aellozy@aucegypt.edu Launching and Sustaining Teaching Centers: a case study PFDP 5th Academic Colloquium Ramallah, July 2011
Higher Education Challenges and the Role of Teaching Centers Sorcinelli et al. 2006 conducted major study • the academic world and the challenges it faces are becoming more complex • Three primary challenges o the changing nature of Teaching, Learning and Scholarship o The changing nature of the student body o The changing professoriate
Higher Education Challenges and the Role of Teaching Centers
Higher Education and the Role of Teaching Centers
Innovations do not come easily • FACULTY • BIGGEST CHALLENGES • Are involved in their discipline/dept • Teaching is a private activity – pedagogical innovations remain isolated, rarely disseminated • Workload – innovations demand time • Shift to student-centered teaching
Learner-centered Teaching Concerns • Fear about lack of content coverage • Less control over assessment activities • Require unfamiliar teaching skills • Resistance from students
Faculty Development Programs – Teaching And Learning Centers
Faculty development programs • Focus on improving the quality and effectiveness of teaching and learning by working WITH faculty • There are many models of faculty development programs – a lot of variation among them This variation is essential and appropriate – each must fit the institution's culture
Examples of Models • Single, campus-wide center**(“Teaching center”) • Multi-campus cooperative programs • Special centers with targeted limited goals
Single, Campus-Wide Center • Numerous Programs offerings to serve a large audience. Example: • Workshops, symposia, fora • Individual consultations • Formative assessment activities • Technology integration for teaching and learning • Development of Instructional Materials • Newsletter • Program for Teaching Assistants • Scholarship of Teaching and Learning • Resource library (physical or online) ETC
Single, Campus-Wide Center Two types: • Centers mainly organized for teaching development o Center for Teaching: University of Mass. Amherst** o The Searle Center for Teaching Excellence : Northwestern University • Centers organized for teaching development + integration of technology to support teaching and learning o Center for Teaching and Learning, UNC Chapel Hill
A CASE STUDY THE AMERICAN UNIVERSITY ON CAIRO
• Our experience, and the experience of other similar centers, will not necessarily be applicable to your institutions • But you may find that some of our successful initiatives can be adapted to fit your particular needs - and what we have learned from others may trigger ideas of your own
• 2002: Established with the help of a 3-year Mellon grant, in which AUC cost-shared after the first year • Campus-wide center, staffed and budgeted within the institution. CLT serves entire institution • CLT Director reports to Dean of Libraries and Learning Technologies (under the Provost)
• Staff 2002- 2003: o Director (faculty) - F 2002 o Associate Director (faculty) – S 2003 o Instructional/multimedia specialist - F 2002 o Administrative assistant - F 2002
CLT FACULTY/STAFF - 2010-2011 RANK/POSITION EXPERTISE Professor of Practice, Director Pedagogy, Assessment & Instructional Technologies Professor of Practice, Associate Director Pedagogy & Assessment Senior Manager, Pedagogy and Assessment Pedagogy & Assessment Manager, Pedagogy and Assessment Pedagogy & Assessment Manager, Instructional Multimedia Multimedia & Video Services and educational technology CLT Officer, Pedagogy and Assessment (2) Pedagogy & Assessment CLT Officer, Instructional Multimedia Multimedia Services and educational technology Senior Specialist, Instructional Multimedia Multimedia Services Administration Assistant CLT Administration & Budget STA Program Coordinator STA Program Administration TODAY
Additional 1 FTE CLT FACULTY: 2011-2012 JOINT FACULTY POSITION WITH THE GRADUATE SCHOOL OF EDUCATION JOINT FACULTY POSITION WITH THE SCHOOL OF SCIENCES AND ENGINEERING
LAUNCHING THE CENTER
1. Do Not Reinvent the Wheel • See what other Centers are doing • Visit them if possible (come to Cairo!) Institutions I visited (arranged by Mellon Foundation) oMount Holyoke oSmith College oAmherst College oHampshire College oCenter for Teaching: University of Mass. Amherst**
• Mount Holyoke Met faculty doing very • Smith College innovative projects using technology. {Got idea of STA Program} • Amherst College • Hampshire College • Center for Teaching: University of Mass. Amherst** {Got idea of mid semester assessment} • The Center For Educational Technologies In Middlebury Mellon funded program that serves 37 institutions
Virtual Mentor (s) • Center for Teaching: University of Mass. Amherst MET MARY DEANE SORCINELLY DURING VISIT TO HER CENTER. I did not know it at the time but she became my virtual mentor. I saw how the Center was set up, got some very good ideas and little by little implemented what suited the purpose of our community.Our collaboration extended through the years since
Virtual Mentor (s)
2. Listen To Your Constituents • Interview department chairs – Participate in departmental meetings • Listen to their suggestions
(from a 2003 presentation) Found out AUC Faculty members’ main concern: learning to use new technologies involved too much time. Courtesy www.eakles.com
Our Solution: The Student Technology Assistant (STA) Program Participants: 27 faculty members Participants: 7 graduate students (from a 2003 presentation) Pilot F 2002
I would recommend this program to a colleague Strongly Agree Agree Disagree/ Strongly disagree Num ber of facult y mem bers High degree of faculty satisfaction with the program “Excellent” “Terrific” “Much needed…” “5 on a 5 point scale” “Highly recommended. My compliments…” “Extremely helpful” “Outstanding” “Extremely convenient” “Very useful” (from a 2003 presentation) SURVEY FEEDBACK
Number of Faculty using STAs/year STUDENT TECHNOLOGY ASSISTANT (STA) PROGRAM
3. Reach As Many Faculty As Possible • Newsletter “New Chalk Talk” is CLT’s biweekly newsletter: it primarily focuses on teaching matters and is widely distributed on campus. Reaches faculty who are reluctant to participate in other ways
dr_aziza_ellozy.ppt
4. Attend To Institutional Priorities AUC’s Academic Integrity Initiative Plagiarism Prevention: Turnitin.com
5. Cultivate Administrative Support
SUSTAINING THE CENTER
6. Institutionalize Your Successful Initiatives • Start slow - expand successful pilots into regular offerings
WORKSHOPS
dr_aziza_ellozy.ppt
INDIVIDUAL CONSULTATIONS
Num bers requ este d
ENCOURAGE FACULTY PARTICIPATION AND OWNERSHIP
RECOGNIZE FACULTY CONTRIBUTION TO CENTER
BUILD COLLEGIALITY AND COMMUNITY
7. Keep a database and Assess…Assess…Assess… your programs’ performance who participates, how much they participate, how satisfied were they?
New Chalk Talk Readership (N=124) “Please indicate how often you read the CLT Newsletter (New Chalk Talk)” From faculty survey F2010 (N=124) Number of issues/year New Chalk Talk
8. Make sure that participation is voluntary , confidential, and non- evaluative
“Ten Principles of Good Practice In Creating and Sustaining Teaching and Learning Centers.” Sorcinelli, M. D. (2002). K. H. Gillespie, L. R. Hilsen, & E. C. Wadsworth (Eds.), A guide to faculty development: Practical advice, examples, and resources Chapter 2 More on the subject…
Visit our website http://www.aucegypt.edu/llt/clt/Pages/default.aspx
Thank you Any questions?
References • “Reform and Innovation in Higher Education, A Literature Review, National Center for Postsecondary Improvement, http://ncpi.stanford.edu • Ambrose, S. (1995). Fitting programs to institutional cultures: The founding and evolution of the university teaching center. In P. Seldin (Ed.), Improving college teaching (pp. 77-90). Bolton, MA: Anker. • Holton, S. A. (2002). Promoting your professional development program. In K. H. Gillespie, L. R. Hilsen, & E. C. Wadsworth (Eds.), A guide to faculty development: Practical advice, examples, and resources (pp. 100-107). Boston: Anker. • Nemko, M., & Simpson, R. D. (1991). Nine keys to enhancing campus wide influence of faculty development centers. In K. J. Zahorski (Ed.), To improve the academy: Vol. 10. Resources for student, faculty, and institutional development (pp. 83-87). Stillwater, OK: New Forums Press. • Sorcinelli, M. D. (2002). Ten principles of good practice in creating and sustaining teaching and learning centers. In K. H. Gillespie, L. R. Hilsen, & E. C. Wadsworth (Eds.), A guide to faculty development: Practical advice, examples, and resources (pp. 9-23). Boston: Anker.

More Related Content

dr_aziza_ellozy.ppt

  • 1. Dr. Aziza Ellozy, Center for Learning and Teaching Founding Director, Associate Dean for Learning Technologies aellozy@aucegypt.edu Launching and Sustaining Teaching Centers: a case study PFDP 5th Academic Colloquium Ramallah, July 2011
  • 2. Higher Education Challenges and the Role of Teaching Centers Sorcinelli et al. 2006 conducted major study • the academic world and the challenges it faces are becoming more complex • Three primary challenges o the changing nature of Teaching, Learning and Scholarship o The changing nature of the student body o The changing professoriate
  • 3. Higher Education Challenges and the Role of Teaching Centers
  • 4. Higher Education and the Role of Teaching Centers
  • 5. Innovations do not come easily • FACULTY • BIGGEST CHALLENGES • Are involved in their discipline/dept • Teaching is a private activity – pedagogical innovations remain isolated, rarely disseminated • Workload – innovations demand time • Shift to student-centered teaching
  • 6. Learner-centered Teaching Concerns • Fear about lack of content coverage • Less control over assessment activities • Require unfamiliar teaching skills • Resistance from students
  • 7. Faculty Development Programs – Teaching And Learning Centers
  • 8. Faculty development programs • Focus on improving the quality and effectiveness of teaching and learning by working WITH faculty • There are many models of faculty development programs – a lot of variation among them This variation is essential and appropriate – each must fit the institution's culture
  • 9. Examples of Models • Single, campus-wide center**(“Teaching center”) • Multi-campus cooperative programs • Special centers with targeted limited goals
  • 10. Single, Campus-Wide Center • Numerous Programs offerings to serve a large audience. Example: • Workshops, symposia, fora • Individual consultations • Formative assessment activities • Technology integration for teaching and learning • Development of Instructional Materials • Newsletter • Program for Teaching Assistants • Scholarship of Teaching and Learning • Resource library (physical or online) ETC
  • 11. Single, Campus-Wide Center Two types: • Centers mainly organized for teaching development o Center for Teaching: University of Mass. Amherst** o The Searle Center for Teaching Excellence : Northwestern University • Centers organized for teaching development + integration of technology to support teaching and learning o Center for Teaching and Learning, UNC Chapel Hill
  • 12. A CASE STUDY THE AMERICAN UNIVERSITY ON CAIRO
  • 13. • Our experience, and the experience of other similar centers, will not necessarily be applicable to your institutions • But you may find that some of our successful initiatives can be adapted to fit your particular needs - and what we have learned from others may trigger ideas of your own
  • 14. • 2002: Established with the help of a 3-year Mellon grant, in which AUC cost-shared after the first year • Campus-wide center, staffed and budgeted within the institution. CLT serves entire institution • CLT Director reports to Dean of Libraries and Learning Technologies (under the Provost)
  • 15. • Staff 2002- 2003: o Director (faculty) - F 2002 o Associate Director (faculty) – S 2003 o Instructional/multimedia specialist - F 2002 o Administrative assistant - F 2002
  • 16. CLT FACULTY/STAFF - 2010-2011 RANK/POSITION EXPERTISE Professor of Practice, Director Pedagogy, Assessment & Instructional Technologies Professor of Practice, Associate Director Pedagogy & Assessment Senior Manager, Pedagogy and Assessment Pedagogy & Assessment Manager, Pedagogy and Assessment Pedagogy & Assessment Manager, Instructional Multimedia Multimedia & Video Services and educational technology CLT Officer, Pedagogy and Assessment (2) Pedagogy & Assessment CLT Officer, Instructional Multimedia Multimedia Services and educational technology Senior Specialist, Instructional Multimedia Multimedia Services Administration Assistant CLT Administration & Budget STA Program Coordinator STA Program Administration TODAY
  • 17. Additional 1 FTE CLT FACULTY: 2011-2012 JOINT FACULTY POSITION WITH THE GRADUATE SCHOOL OF EDUCATION JOINT FACULTY POSITION WITH THE SCHOOL OF SCIENCES AND ENGINEERING
  • 19. 1. Do Not Reinvent the Wheel • See what other Centers are doing • Visit them if possible (come to Cairo!) Institutions I visited (arranged by Mellon Foundation) oMount Holyoke oSmith College oAmherst College oHampshire College oCenter for Teaching: University of Mass. Amherst**
  • 20. • Mount Holyoke Met faculty doing very • Smith College innovative projects using technology. {Got idea of STA Program} • Amherst College • Hampshire College • Center for Teaching: University of Mass. Amherst** {Got idea of mid semester assessment} • The Center For Educational Technologies In Middlebury Mellon funded program that serves 37 institutions
  • 21. Virtual Mentor (s) • Center for Teaching: University of Mass. Amherst MET MARY DEANE SORCINELLY DURING VISIT TO HER CENTER. I did not know it at the time but she became my virtual mentor. I saw how the Center was set up, got some very good ideas and little by little implemented what suited the purpose of our community.Our collaboration extended through the years since
  • 23. 2. Listen To Your Constituents • Interview department chairs – Participate in departmental meetings • Listen to their suggestions
  • 24. (from a 2003 presentation) Found out AUC Faculty members’ main concern: learning to use new technologies involved too much time. Courtesy www.eakles.com
  • 25. Our Solution: The Student Technology Assistant (STA) Program Participants: 27 faculty members Participants: 7 graduate students (from a 2003 presentation) Pilot F 2002
  • 26. I would recommend this program to a colleague Strongly Agree Agree Disagree/ Strongly disagree Num ber of facult y mem bers High degree of faculty satisfaction with the program “Excellent” “Terrific” “Much needed…” “5 on a 5 point scale” “Highly recommended. My compliments…” “Extremely helpful” “Outstanding” “Extremely convenient” “Very useful” (from a 2003 presentation) SURVEY FEEDBACK
  • 27. Number of Faculty using STAs/year STUDENT TECHNOLOGY ASSISTANT (STA) PROGRAM
  • 28. 3. Reach As Many Faculty As Possible • Newsletter “New Chalk Talk” is CLT’s biweekly newsletter: it primarily focuses on teaching matters and is widely distributed on campus. Reaches faculty who are reluctant to participate in other ways
  • 30. 4. Attend To Institutional Priorities AUC’s Academic Integrity Initiative Plagiarism Prevention: Turnitin.com
  • 33. 6. Institutionalize Your Successful Initiatives • Start slow - expand successful pilots into regular offerings
  • 41. 7. Keep a database and Assess…Assess…Assess… your programs’ performance who participates, how much they participate, how satisfied were they?
  • 42. New Chalk Talk Readership (N=124) “Please indicate how often you read the CLT Newsletter (New Chalk Talk)” From faculty survey F2010 (N=124) Number of issues/year New Chalk Talk
  • 43. 8. Make sure that participation is voluntary , confidential, and non- evaluative
  • 44. “Ten Principles of Good Practice In Creating and Sustaining Teaching and Learning Centers.” Sorcinelli, M. D. (2002). K. H. Gillespie, L. R. Hilsen, & E. C. Wadsworth (Eds.), A guide to faculty development: Practical advice, examples, and resources Chapter 2 More on the subject…
  • 47. References • “Reform and Innovation in Higher Education, A Literature Review, National Center for Postsecondary Improvement, http://ncpi.stanford.edu • Ambrose, S. (1995). Fitting programs to institutional cultures: The founding and evolution of the university teaching center. In P. Seldin (Ed.), Improving college teaching (pp. 77-90). Bolton, MA: Anker. • Holton, S. A. (2002). Promoting your professional development program. In K. H. Gillespie, L. R. Hilsen, & E. C. Wadsworth (Eds.), A guide to faculty development: Practical advice, examples, and resources (pp. 100-107). Boston: Anker. • Nemko, M., & Simpson, R. D. (1991). Nine keys to enhancing campus wide influence of faculty development centers. In K. J. Zahorski (Ed.), To improve the academy: Vol. 10. Resources for student, faculty, and institutional development (pp. 83-87). Stillwater, OK: New Forums Press. • Sorcinelli, M. D. (2002). Ten principles of good practice in creating and sustaining teaching and learning centers. In K. H. Gillespie, L. R. Hilsen, & E. C. Wadsworth (Eds.), A guide to faculty development: Practical advice, examples, and resources (pp. 9-23). Boston: Anker.