Teaching Learning Colleagues

The Teaching Learning Colleagues is a faculty team developed to build faculty support and leadership for increasing effective and engaging student learning throughout Maryville University.

This team of faculty has these qualities:

  • Existing knowledge and research on learning and teaching in higher education
  • Proven development and  implementation of effective strategies for traditional and innovative learning experiences
  • Demonstrated use of available technological tools/resources to achieve desired student learning outcomes
  • Skill in classroom observation, assessment and the Scholarship of Teaching and Learning
  • Skills in mentoring and facilitating the learning of colleagues

The Colleagues operate with this goal:

To support learner-centered teaching through collaborative faculty work that aims to increase and enhance student learning outcomes through modeling  “best practices”, encouraging innovation and reflection, and understanding how current research supports authentic student learning.

Principles
Maryville as an institution and individual schools, programs, and faculty members will benefit from understanding and working toward a shift from an Instruction to a Learning Paradigm. (Barr & Tagg, 1995)

Best practices are learner-centered, authentic practices that are continuously assessed for rigor, relevance, and relationships.

The effort to improve student learning must incorporate and build upon the ideas as stated in Mission of Maryville University, the Characteristics of the Maryville Graduate, and the Core Values as exemplified by the Maryville Centers of Excellence.

Innovative and Experiential learning opportunities for our students are necessary if our graduates are to thrive as adaptable problem-solvers in their rapidly changing world.

Students learn best when they are actively engaged, experience choices, share control, and feel respected by faculty.

Great teachers are not born; they develop greatness through thoughtful preparation of and reflection upon meaningful learning outcomes, learning experiences, and methods of assessment.

Faculty at all levels of expertise and experience can learn new approaches to enhance their students’ learning.

Faculty learn best in a collaborative, democratic, trusting, low-risk, transparent environment that offers them the time/space to reflect and encourages them to actively take responsibility for their own learning.

Our role as members of this group is to grow together (with each other and other faculty colleagues) through facilitating, mentoring, and modeling.