DOUGLAS COLLEGE
ARCHIVES

 

 

Faculty Member as Observer

Faculty members who wish to improve their performance in the classroom often
must observe and analyze the complex teaching learning process. Seminar
participants will receive training in the use of several different strategies
for the improvement of instructional performance in the college classroom,
including the use of in-class observation and videotaping, contracting for
instructional improvement, the use of formative evaluation procedures, and
consultation in the design of specific courses and curricula. These strate-
gies will be learned and examined through the use of hands-on experiences,
case studies, simulations and role playing.

A review of student development theory and instructional methods will
accompany these activities. Attention will also be given to concepts of
student learning styles and faculty teaching styles and the ways in which the
assessment of these styles can help a faculty member plan for and conduct a
course.

Faculty Member as Learner

 

After discovering that teaching matters, the higher education communi ty
discovered that learning does too. The next historical step is to give the
faculty member an opportunity comparable to the opportunity given learners in
colleges and universities. To that end, participants and staff will consider
major intellectual trends in Western culture and the implications of these for
American higher education. Practitioners will be introduced to a new tech-
nique that relates to paradigms, theories, models and practices.

Faculty Member as One Who Does and Cares

 

According to Erik Erikson, the central developmental tasks for people in
middle adulthood is the struggle with “generativity versus stagnation."
Generativity, for Erikson, has two sides. The first and most obvious relates
to productivity and accomplishment - doing and making - the other side has to
do with caring. Most faculty members do more than they can care for. These
sessions of the seminar address the caring side: issues of responsibility, of
context, of ethics, of the relationship of parts to the whole, of means to
ends, and of past to future.

Attention will be given to the historical and organizational context in which
the faculty member works. New material on organizational’ cultures will be
introduced. How do practitioners themselves engage in the process of "making
meaning" (William Perry's term)? Can a moral imagination be cultivated in a
particular organizational setting? An effort will be made to move beyond the
ae of “how” - of procedure, technique and function - to the questions
of why