1. 2017 Fall Teaching Academy for Professors (F-TAP)
a. Changes in Faculty Knowledge of Teaching and Learning
As a result of participating in the F-TAP, the Teaching Fellows’ knowledge of teaching and learning significantly increased. As shown in Figure 1, when asked to rate their knowledge of student-centered pedagogical approaches (e.g. group discussion, metacognitive strategies) and student-centered assessment (e.g. i-clicker, thumbs up and down), there were 54.5% and 88.2% increases from pre-F-TAP to post-F-TAP. In addition, there was a 44.7% average increase across 7 survey items pertaining to knowledge of teaching and learning (e.g. theories of learning, scaffolding for diverse learners).
Note: Survey is based on a 5-point scale from 1 being “not at all knowledgeable” to 5 being “highly knowledgeable.”
Figure 1. Faculty Pre- & Post-F-TAP Learning Outcomes
b. Changes in Faculty Pedagogical Approaches
The Teaching Fellows applied student-centered pedagogical approaches of their own choices in their focal courses in Fall 2017. Before the F-TAP, only one Fellow reported using student-centered pedagogical approaches such as metacognitive strategies, multisensory methods, and communal/group notes (see Table 1). However, at the end of the program, there were significant increases in the use of the student-centered pedagogical approaches as shown in Table 1:
Table 1. Changes in the Number of Fellows Using Student-centered Pedagogical Approaches
The increases in the number of Fellows using these student-centered pedagogical approaches show the Fellows’ desire to apply research-based student-centered pedagogy (Echevarria et al., 2008; Weimer, 2002) relevant to student needs in their courses.
2. 2019 Spring Introductory Teaching Academy for Professors (i-TAP)
The i-TAP took place during the semester conversion year. This caused many challenges with recruitment, implementation of the Winter Institute and the full curriculum, data collection, to name a few. Despite these challenges, which necessitated the curriculum to be adapted to compensate for not having the Winter Institute, the leadership team forged ahead to lay the foundations of student-centered pedagogy. As a result, the Teaching Fellows’ knowledge of teaching and learning significantly increased in 15 weeks. As shown in Figure 1, when asked to rate their knowledge of student-centered pedagogical approaches (e.g. group discussions, metacognitive strategies), student-centered assessment (e.g. formative assessment such as thumbs up and down), scaffolding for diverse learners (e.g. graphic organizers), and multi-modalities of learning (e.g. visual, tactile, kinesthetic learning activities), there were 42.6%, 93.1%, 81.5%, and 93.1% increases respectively from pre-i-TAP to post-i-TAP. Significantly, the results showed an average increase of 73.9% across 4 survey items pertaining to knowledge of teaching and learning,
Note: Survey is based on a 5-point scale from 1 being “not at all knowledgeable” to 5 being “highly knowledgeable.”
Figure 2. Faculty Pre- & Post-i-TAP Learning Outcomes
a. Changes in Faculty Pedagogical Approaches
The Teaching Fellows from STEM and non-STEM disciplines applied student-centered pedagogical approaches of their own choices in their focal courses in Spring 2019. Before the i-TAP, only zero to two Fellows reported using student-centered pedagogical approaches such as graphic organizers, peer feedback, student reflections, metacognitive strategies, chunk & chew (breaking down content into small pieces with processing time), communal/group notes, and formative assessment (see Table 2). However, at the end of the program, there were significant increases in the use of the student-centered pedagogical approaches as shown in Table 2. Many of these approaches were documented during the observations.
Table 2. Changes in the Number of Fellows Using Student-centered Pedagogical Approaches (Based on Responses from 8 Faculty Participants)
