In the Fall 2017 survey, there was an overwhelming number of positive comments about student-centered instruction. When asked about the most helpful aspects of their course, student responses in STEM and non-STEM courses included the following:
“I really liked how she [professor] made it an active learning environment. Other professors I have do not do that and just lecture the whole time.”
“The most effective method would be group discussions because as a class we help each other further understand the material. I never get out of a group discussion confused. They work!”
“She [professor] was very focused on her teaching methods and our response to them. She explained at the beginning of the course that she was participating in some program to improve her skills and I think this made a difference. Many teachers are stuck in their ways of teaching and never adapt.”
“Professor was very engaging and concerned about our knowledge retention. She frequently held discussion and digestion times throughout the lecture.”
“I like a mix of all the instructional approaches. Too much of one specific approach gets boring and you just dread class. But, a good mix of lecturing, group work, and small group discussions help me answer unanswered questions and keep me on my toes.”
“I believe that lectures, group work, and class discussions were the most helpful since the group stuff gave me more confidence, and I would get to hear what other people had to say. We would put all of our ideas together and learn better that way. It really benefited me when I didn't understand something.”
2017 Fall Teaching Academy (F-TAP)
The following excerpts from the STEM and non-STEM faculty final reflections show faculty learning, growth, and satisfaction through participating in the TAP:
“The most impactful component of F-TAP is that it has challenged my assumptions and teaching methods. After attending F-TAP, I see myself as always looking for ways to help students learn better in a fun and engaging way.”
“After attending F-TAP, I literally hold myself and my students more accountable for their engagement in class……Also, students have expressed interest in my efforts to make the class more fun, engaging, and at the same time filled with learning opportunities with the various methods I have introduced to my students, like chunk and chew, pair-sharing, pair-teaching. The learning noise has gone up in my classes.”
“Through attending F-TAP, I have learnt that when it comes to becoming a more effective professor, sky is the limit. I have also learnt that there are so many new techniques and tools that I can use in my teaching as long as I have courage to step out of my comfort zone. More importantly, my mindset has changed about teaching. I have learned that if I realize through my observations and also through explicit and implicit feedback from students that what I am doing in teaching is not working, I should put that aside and look for better ways.”
“F-TAP has pushed me to push myself…..Watching [colleagues’] teaching has been inspiring and educational. I have truly enjoyed and benefited from the supportive and collegial environment and participants.”
“The whole program made me work harder in designing student-centered activities throughout the quarter in focal and other courses I am teaching.”
2019 Spring Introductory Teaching Academy (i-TAP)
The following excerpts from the final reflections of the faculty participants show faculty learning, growth, and satisfaction through participating in the i-TAP:
“I used to start teaching from what is the definition of the term and continue going further. Now, I try to start with examples/experiences that students can relate to before introducing the theory.”
“Being put into the role of student has changed what I expect of students. I give them more time to process information and more time to ask questions. I also have been reminded that there are many ways to learn and I need to provide a variety of ways for my student, even if those ways are not my first choice or uncomfortable for me.”
“The theoretical language like Vygotsky’s Sociocultural theory really helped me understand how ideas could yield different methods for teaching, like using prior knowledge to begin a chunk and chew activity. Also understanding that students have different learning habits and trying to be more inclusive of kinesthetic and tactile learners. This necessitated using more multimodality methods (like Kahoot, visual aids and videos).”
“The program inspired me to put forth the students into the center of their learning experience and find even more opportunities, within the structure of the syllabus/curriculum, to generate collectivity, enthusiasm, movement and multisensory cognition between students (allowing the instructor to cede space where necessary and/or move into the background).”