Articulating teaching aspirations to create meaningful reward structures

Session Time and Location

Date:
Thu, 7 Jun 2018
Time:
Time:
8:00am to 9:30am
Room: Room:
Maplewood B
Session Track
Session Format

Higher education faculty members are expected to create meaningful and transformational learning experiences. However, faculty reward structures often discourage time and effort spent on teaching, and tend to measure superficial criteria. This paper will detail how one institution utilized elements from Design Thinking and Faculty Learning Communities to develop teaching aspiration statements that better reflect modern teaching identities. We aspire towards meaningful, learning-centered, inclusive, and reflective teaching practices. We are now using rapid prototyping to help academic departments across a decentralized campus develop new evaluation methods that support and reward these aspects of teaching our faculty identify as meaningful.

  • Session References +

    References • Arreola, R. A. (2000). Developing a comprehensive faculty evaluation system: A handbook for college faculty and administrators on designing and operating a comprehensive faculty evaluation system. Second edition. Anker Publishing Company, Bolton, MA • Benton, S. L., & Ryalls, K. R. (2016). Challenging misconceptions about student ratings of instruction. IDEA Center Paper #58. • Brownell, S. E., & Tanner, K. D. (2012). Barriers to faculty pedagogical change: Lack of training, time, incentives, and… tensions with professional identity?. CBE-Life Sciences Education, 11(4), 339-346. • Cox, M. D. (2001). Faculty learning communities: Change agents for transforming institutions into learning organizations. To Improve the Academy, 19, 69-93. • Kelley, D. & Kelley, T. (2013). Creative Confidence: Unleashing the Creative Potential Within Us All. New York, NY: Crown Business. • Seldin, P. (1999). Current practices-good and bad-nationally. Changing Practices in Evaluating Teaching: A Practical Guide to Improved Faculty Performance and Promotion/Tenure Decisions, 1-24.