Building Faculty Capacity for 21st Century Teaching Chestnut Hill

Building Faculty Capacity for 21st Century Teaching Chestnut Hill College Adjunct Faculty Professional Development Elizabeth Moy January 2015 What knowledge, skills and capacities
do we need to perform effectively in the future
and to be confident that our students are learning
at the highest levels?
Ø Engage in Shared Purpose Ø  Build Mastery in Scholarship of Teaching and Learning Ø  Resources Ø  SEPCHE Ø  Labor Market Ø  Science of Learning & Metacognitive Approaches Ø  Implications for Teaching SEPCHE Collabora,ons Academic Administrative —  Conferences and Symposia —  Faculty Development —  Operations —  Joint Purchasing (e-­‐books) —  Faculty-­‐Student Research —  Joint Academic Research —  Cost Sharing —  Resource Sharing and —  Cross Registration —  Shared Library and Collections —  Career Development Activities —  Shared Coursework Benchmarking Ø  The Labor Market and Liberal Education Ø Challenge for Higher Education Ø SEPCHE Metacognition Efforts Liberal Educa,on and Lifelong Learning —  Job preparation is inadequate —  Liberal education = Lifelong learning Trends in Dominant Tasks
Required in Jobs
Expert Thinking
Complex Communication
Routine Manual
Routine Cognitive
Non-routine Manual
Source: Phil Hopkins, 5.11.11, SEPCHE Conference Presentation, “Future Jobs in the Region and Job Requirements
for the Changing Economy.” From David Autor, Frank Levy, and Richard Murnane. “The Skill Content of Recent
Technological Change: An Empirical Exploration”. Quarterly Journal of Economics 118 (November 2003).
Science of Learning What does science tell us about how students learn?
How does this inform teaching?
Pre-Frontal Cortex
Executive Functioning:
Involved in decision
making, planning,
social communication
growing dendrites = part of learning
What is metacogni,on? —  PROCESS of learning
—  Builds SKILLS and HABITS to deepen learning:
—  Self-awareness
—  Self-regulation
—  Goal setting, evaluation, adjusting to reach goals
—  FEEDBACK to diagnose and guide learning
Student retention
rates in typical use
Implica,ons for Teaching: 1.  Metacognitive approaches make explicit the strategies and principles that novices must learn 2.  Learning = Doing 3.  Small Info, Practice, Assess, Loop Building Faculty Capacity for 21st C Teaching: Professional development 2.  Regular opportunities to test and apply 3.  Coaching support 4.  Ongoing peer dialogue 1. 
Building Faculty Capacity for 21st C Teaching: What small change can you make to engage learners in the classroom? 2.  How will you measure it? 3.  Reflect 1. 
Special thanks to The Teagle Foundation
whose critical support enabled this collective effort
and to Dr. Chris Jernstedt whose expertise and guidance
have been transformative.