Building Faculty Capacity for 21st Century Teaching
Building Faculty Capacity for 21st Century Teaching is a faculty-led, continuous professional development model
strengthening evidence-based teaching. The initiative integrates four components: emerging knowledge of how people
learn, opportunities to test and apply knowledge, ongoing peer advisement and coaching support by a faculty development
specialist.
SEPCHE is privileged to work with Dr. Chris Jernstedt, Professor of Psychological and Brain Sciences and Founder of the
Center for Learning Outcomes at Dartmouth College. Dr. Jernstedt’s research expertise focuses on all aspects of human learning
and the factors that impact learning. His research interests span the learning sciences, quantitative measurement, instructional
design theory and evaluation research. Dr. Jernstedt’s work has been covered in The New York Times, Discovery Channel Canada.
He continues to consult widely with corporate, health care, nonprofit and higher education organizations.
In Building Faculty Capacity for 21st Century Teaching faculty engaged in the following activities:
- Learning about the learning sciences.
- Applying this to an aspect of teaching or faculty work and employing metacognitive techniques to gather data
about the question.
- Coaching support with Dr. Jernstedt.
- Contributing to shared learning within and across institutions.
SEPCHE is deeply grateful to The Teagle Foundation for enabling:
- 50 research projects involving 67 principle investigators and many more faculty on campuses
- 18 learning communities
- Conference presentations and publications including:
- Doutt, K., Faunce, E., Parsons, J. (2014).Test-Driving
a Cross Disciplinary Rubric for Faculty Metacognition.
Temple University Faculty Conference on Teaching Excellence, Philadelphia: November 4, 2014.
- Faunce, E., Doutt, K. and Parsons, J. (2015). Improving faculty metacognition for 21st Century learning. International
Conference on Business and Economic Development, New York: March 30, 2015. *Awarded best presentation.
- Luquet, W. (2015). Everything I Know About Teaching
I Learned from Jazz. Journal of Effective Teaching: 15(2), 60-68.
- Lusk, A., Profitt, L., Ullrich, J. (2015). From Polyps to
Politics: Using a Coral Reef LivingLaboratory in a Politics for Sustainability Course. Optimizing Teaching and
Learning: Lessons Learned from the Building Faculty Capacity Initiative. SEPCHE Faculty Development Conference: Radnor,
PA: May 12, 2015.
- Lusk, A., Profitt, L., Ullrich, J. (2015). From polyps to politics:
Using a Coral Reef Living Laboratory in a Politics for Sustainability Course. Journal of Environmental Studies
and Sciences, 1, 1-14. DOI:10.1007/s13412-015-0316-y
- Lusk, A. (2015). Metacognitive Strategies in the Introduction
to Political Science Classroom. Journal of Political Science. DOI: 10.1080/15512169.2015.1060888.
- Moy, E., Terlecki, M., O’Sullivan, G. and Jernstedt, C. (2014). Building Faculty Capacity through the Learning Sciences.
Change: The Magazine of Higher Learning, 46:2, 42-49. DOI: 10.1080/00091383.2014.896710.
- Owen, L. (2015). The Impact of Feedback as Formative Assessment on Student Performance. International Journal of
Teaching and Learning in Higher Education. In press.
- Owen, A. and Owen, L. (2015). Relevancy and Control: Utilizing Reverse Engineering to Make a Core Course Meaningful
for the 21st Century Student. North Central Sociological Association. Cleveland, April 10, 2015.
- Sheety, A. (2015). Traditional vs. Innovative Pedagogy: Graduate Students’ Perception of a Hybrid Course. Sheety, A.
Ireland International Conference on Education. Dublin: April 20, 2015. *Awarded best poster.
- Sheety, A., Dunbar, D., Doutt, K., Faunce, E., Parsons, J., and Moy, E. (2015). Building Faculty Capacity for 21st Century
Teaching and Learning. Innovations in Higher Education Teaching and Learning (IHETL) Vol 7: University Partnerships
for Academic Program and Professional Development. In press.
- Watterson, N. and Tran, L. (2015). Moved to Learn: Assessing
Students’ Awareness of Learning Processes through Mindful Martial Arts. Optimizing Teaching and Learning: Lessons
Learned from the Building Faculty Capacity Initiative. SEPCHE Faculty Development Conference: Radnor, PA: May 12, 2015.
Organizational Process:
- Faculty proposal form.
Each semester faculty were invited to submit proposals to an innovation fund. CAOs then reviewed and made awards as a committee.
- IRB review request.
Neumann VPAA and Teagle Project Leader Gerard O’Sullivan met with IRB Directors at all eight SEPCHE institutions to inform
them of project goals and to request expedited review at the beginning of the project. All agreed that a letter request accompanying
faculty research projects associated with this initiative would draw attention to projects requiring expedited review.
- Final reporting
requirements. Each project was required to submit a final or interim report outlining their research process, what was
learned and suggestions for collective improvement.
Resources generated through this effort:
