Teaching on purpose: a collegium community model for supporting intentional teaching
Robinson, Jennifer Meta
Teaching on purpose: a collegium community model for supporting intentional teaching created by Jennifer Meta Robinson, Katherine Dowell Kearns, Melissa Gresalfi, April K. Sievert and Tyler Booth Christensen, - Journal on excellence in college teaching Volume 26, number 1 , .
The "collegium" learning community teaches mid-career graduate students intentionally to prepare for and create learning opportunities for their undergraduate students, what the authors call "teaching on purpose." The design addresses the lack of alignment between research on learning and preparation of faculty for teaching, supports graduate students' development as scholars, primes them for responsible participation in a multidisciplinary campus community, and introduces teaching as a field of inquiry. Case studies demonstrate that participants' pedagogies moved from assumptions to theories and from anecdotes to evidence and prepared them to become advocates for teaching change. This effective and transferable collegium model can bridge the divide between the science and application of learning.
1052-4800
Graduate students--Educational change--Communities of practice
LB1778 JOU
Teaching on purpose: a collegium community model for supporting intentional teaching created by Jennifer Meta Robinson, Katherine Dowell Kearns, Melissa Gresalfi, April K. Sievert and Tyler Booth Christensen, - Journal on excellence in college teaching Volume 26, number 1 , .
The "collegium" learning community teaches mid-career graduate students intentionally to prepare for and create learning opportunities for their undergraduate students, what the authors call "teaching on purpose." The design addresses the lack of alignment between research on learning and preparation of faculty for teaching, supports graduate students' development as scholars, primes them for responsible participation in a multidisciplinary campus community, and introduces teaching as a field of inquiry. Case studies demonstrate that participants' pedagogies moved from assumptions to theories and from anecdotes to evidence and prepared them to become advocates for teaching change. This effective and transferable collegium model can bridge the divide between the science and application of learning.
1052-4800
Graduate students--Educational change--Communities of practice
LB1778 JOU