Teaching Learning Colleagues Overview

The Teaching Learning Colleagues (TLC) are resources and mentors to other faculty members who desire support in developing the best possible learning environments for their students.

Members

  • Chammie Austin (Psychology)
  • Bob Bertolino (Rehabilitation Counseling)
  • Darlene Davison (Interior Design)
  • Mike Kiener (Rehabilitation Counseling)
  • Bonnie Stegman (Nursing)
  • Dan Rocchio, Education, Emeritus
  • Sandy Ross, Physical Therapy

Purpose

The idea behind this initiative is for the Finch Center for Teaching and Learning (FCTL) to spread its influence by capitalizing on the many highly skilled and experienced faculty members on campus who can serve as resources to their colleagues. The goal is to build support and leadership for increasing innovative, experiential, and effective student learning throughout Maryville University.

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TLC Bios

TLC Services

Consultation/Conversation Request Form

Goal and Guiding Principles Developed by TLC Team (Summer, 2014)

Goal Statement

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.

Guiding Principles

 The following principles will guide our work.  These principles have been synthesized from prior research and best practices related to maximizing authentic student learning. 

  •  Maryville’s community will benefit from understanding and working toward a shift from an Instruction to a Learning Paradigm? (Barr & Tagg, 1995)*
  • 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.
  • 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.
  • Best practices are learner-centered and designed to support the theory “that those who do the work, do the learning”. (Doyle, 2011) *As courses are being developed they must be continuously assessed for rigor and relevance and then delivered in a way that builds positive peer and student/faculty relationships.
  • 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.
  • Our role as members of this group is to grow together (with each other and other faculty colleagues) through facilitating, mentoring, and modeling.

References

 * Barr and Tagg, from Teaching to Learning; From Teaching to Learning – A New Paradigm for Undergraduate Education, by Robert B. Barr and John Tagg

The article we are including originally appeared in the November/December 1995 edition of Change magazine.

Here is an excerpt from the Introduction to this article which summarizes its key concept.

“A paradigm shift is taking hold in American higher education. In its briefest form, the paradigm that has governed our colleges is this: A college is an institution that exists to provide instruction. Subtly but profoundly we are shifting to a new paradigm: A college is an institutionthat exists to produce learning. This shift changes everything. It is both needed and wanted. (See chart comparing two paradigms) We call the traditional, dominant paradigm the “Instruction Paradigm.” Under it, colleges have created complex structures to provide for the activity of teaching conceived primarily as delivering 50-minute lectures-the mission of a college is to deliver instruction. Now, however, we are beginning to recognize that our dominant paradigm mistakes a means for an end. It takes the means or method-called “instruction” or “teaching”-and makes it the college’s end or purpose. To say that the purpose of colleges is to provide instruction is like saying that General Motors’ business is to operate assembly lines or that the purpose of medical care is to fill hospital beds. We now see that our mission is not instruction but rather that of producing learning with every student by whatever means work best.”

The link to the entire article is as follows: http://www.ius.edu/ilte/pdf/barrtagg.pdf

 

**Doyle, T.  (2010), Learner-Centered Teaching: Putting the Research on Learning into Practice, Sterling, Virginia, Stylus

In Chapter I, paragaraph one of his book, Terry Doyle, makes the following statement:

The question everyone asks, and rightly so, is, Why should teachers change to a learner-centered approach to instruction? The answer is actually very simple. Fifteen years of neuroscience, biology, and cognitive psychology research findings on how humans learn offer this powerful and singular conclusion: “It is the one who does the work who does the learning” (Doyle, 2008. This conclusion strongly suggests that the traditional model of teacher-centered instruction, where teachers do a lot of the work, is less effective and can be detrimental to students’ learning. There a new approach is needed that gets the students to do most of the learning work, and that approach is student-centered learning.” (p. 7)