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How Faculty Like to LearnAnd What Should Be Done About It
Carl Berger
Jeff Bohrer
Cheryl Diermyer
Copyright by the authors, 2006. This work is the intellectual property of the authors. Permission is granted for this material to be shared for non-commercial, educational purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of the authors. To disseminate otherwise or to republish requires written permission from the author.
Faculty Voices
(Video) How Faculty Like to Learn
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Stephen HilyardArt
Chris WieseBiochemistry
What do we know today?
• Many surveys of faculty exist
• When taken as a whole, they paint a picture of best practices
• Caution: some specific findings might not apply to YOU
What do we know today?
• People helping people is most highly desired
• Workshops are still desired
• Faculty are willing to learn on their own
• Faculty least prefer books, manuals, and anything with a cost
• Strong preference for email with links
Adult Learning Principles:Motivated to Learn
• Adult Learning Principles
– Relevant material
– Applicable to real work
– Practice and Feedback
– Some Control
– Follow up support
North Central Regional Educational Laboratory
“Adult learners respond better when new
material is presented through a variety of
instructional methods, appealing to their
different learning preferences.”
The Ultimate EducatorChristine Edmunds, Kip Lowe, Morna Murray, Anne Seymour
Informing, yet Perplexing
• Significant group of faculty don't seem to respond to 'Adult learning principles'
• Convenience stronger then need to know
• Colleague more important than expertise
• 'In my office' more important than hotline
Informing, yet Perplexing
• The curse of successful traditional teaching
• Time, effort, relevance to teaching... critical
• Reward, recognition, count toward... crucial
• Awareness of not reaching student may be tipping point... or may be totally irrelevant
Possible Explanations
• Variety of learning styles
• Culture of local department or field of study
• Variety of “faculty types”?
A funny thing happened on the way…
• 2005 and 2006 gave same survey to faculty and students
• Role and affiliation
• Interesting group, faculty with student roles and students with faculty roles
• How did we find out?
• What do we call them?
How we discoveredSection on demographics (Association and Role)
Freshman, Sophomore, Junior, Senior, Graduate Student, Post-graduate Student, Tutor, Teaching Assistant, Research Assistant, Adjunct, Lecturer, Instructor, Professor, Researcher, Librarian, Clinical, Assistant, Associate, Full
Part-time, Full-time, Visiting, Post-doc, Adjunct, Student, Faculty, Researcher, Librarian
Unusual combinations
• Students who teach• Faculty involved in formal learning• Focus on teaching and learning• Would this group look different?• Probably an older student group?• Probably a younger faculty group?• Just echo faculty but more skill?• Just echo students?
What distinguishes the Millennial Instructor?
• Age?
• Expertise?
• Use/need for support?
• Patience?
• WINWINI
Age•In-between
•From 17-52
•50% from 24-29
•90% from 20-34
Millennial Instructors not limited to youth only!
•Not in-between
•More expertise on all categories
•Significantly differ on Education and Personal
•Like faculty on Research
Millennial Instructors have strong perception of expertise
Expertise?
Barriers in Using Technology for Teaching and Learning
Barriers in Using Technology for Teaching and Learning
Barriers in Using Technology for Teaching and Learning
Characteristics
• Expertise but in three areas
• Barriers to using technology in teaching and learning
• Preference when to learn
• Preference on how to learn
How do we guide such folk?
• Get out of their way?
• Recognize and reward?
• Maybe I should just retire?
Overview
• Existing surveys can tell a great deal
(but not everything)
• Collect and share data about your faculty
• Contribute to this discussion
Recent actions at Wisconsin
• Central IT is working more closely with departmental IT units
• Tailored Workshops
• Departmental IT point persons
• You Want to do What With Your CMS?
• e-Pedagogy Sessions
• Level 1, 2, 3 support/consultations
Recent actions at Michigan
• Continue to survey faculty and students at the same time (split later)
• Move of support from U-wide to local departments and schools
• Move to "What they need When they need it and Where they are."
Future Investigation
Questions?
Contact
Carl Berger [email protected]
Jeff Bohrer [email protected]
Cheryl Diermyer [email protected]
