Faculty Engagement in Teaching Development Activities Phase 1: Literature Review (original) (raw)
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Effective Teaching of Tertiary Learners: Strategies and Faculty Development Implications
2000
Opportunities for tertiary researchers to engage in professional growth episodes of a purely academic and curricular nature may be abundant and effective. Not so common, however, are opportunities through which university teachers may participate in long term, nonthreatening professional development initiatives to examine, compare, and improve their skills of instruction. The Teaching In Focus Project at The University of Lethbridge was a three-year project intended to facilitate an interfaculty educative dialogue specific to present and potential teaching effectiveness. This paper studies a variety of teaching characteristics contributing to optimum learning in a tertiary environment, and then examines the experiences of several University of Lethbridge professors as they attempt to parallel their own teaching habits with these characteristics of effectiveness. In addition, it links their experiences during the Teaching In Focus process with conditions highlighted in other effective professional development initiatives, and uses this comparison as a basis for the consideration of several facilitative conditions necessary for effective teaching-focused professional development at the tertiary level. Links are formed between research findings and reviewed literature in order to suggest conclusions regarding the question, "In what way is university teaching effectiveness impacted by participation in faculty development programs that promote professional self-examination, collaboration, and action research?" iii
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