Learning Advancement Board

Mission - To enhance the learning experience of our students by providing a network of resources for improving our faculty's capabilities to deliver the best educational opportunities
to our students.

Programs | LAB Homepage | Overview | Office of Research (host page)

Overview

               For our College to give increasing attention to excellence in both faculty teaching and student learning we must create and continue to provide a community where these issues can be discussed, shared, and supported. New tenure-track and non tenure-track faculty in our College face the same stresses as those described in Boice's research on new faculty (1992); e.g., devoting large amounts of time to class preparation, feelings of loneliness, inadequate feedback and support, and attempts to balance important segments of their life and work. In addition, new faculty are frequently unprepared and unfamiliar with the more formal evaluation for promotion and tenure (p & t).

                ..... we are seeking resources to help us: a) identify and develop effective teaching strategies, b) identify indicators for a multi-dimensional documentation for assessing effective teaching, c) provide mechanisms for feedback and monitoring improvement, and d) develop collaborative relationships (i.e., partners and mentors) for support and guidance in our teaching.

               Implementation: The four important components are:
               A. To develop collaborative relationships (i.e., partners and mentors) for support and guidance in our teaching - A first step in expanding a community for the advancement of teaching is to provide a network where an exchange of information, support, advice, and mentoring can occur.

               B. To identify and develop effective teaching strategies - Approximately 25 tenure-track and non tenure-track faculty will participate in bi-monthly and monthly workshops on key areas of enhancing faculty development. We anticipate that through these forums, faculty members will be able to identify their particular style of teaching that is both comfortable and effective.

               C. To develop a multi-dimensional documentation for assessing effective teaching - An important task will be, first, to identify sources and types of information that are reliable indicators of teaching effectiveness and, then, to determine how best to present this information. Possible areas of review are the teaching statement, course structure, assessment of learning, student participation, and activities for critical thinking. Methods for gathering evidence are peer observation, review of the instructional materials, interviews, examples of student work, early informal feedback, quality circles, and expert review.

               D. To provide mechanisms for feedback and monitoring teaching improvement - This has typically been one of the most uncomfortable and unstructured activities for a faculty member. Possible reasons for feedback being less beneficial than it might be are lack of detail in the comments, bias of the observer/reviewer, reluctance to provide negative feedback, too much attention to content, or inadequate knowledge of teaching pedagogy. To provide objective observations, analyses, and constructive feedback, all partners and mentors will participate in workshops on peer observation, on review of the teaching dossier, and on providing feedback.

 

The Programs:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Last updated 01-29-04
Questions? Contact Linda Kelley
College of Business, Office of Research
430 Wohlers Hall
University of Illinois at Urbana-Champaign
1206 South Sixth Street
Champaign, IL 61820