Core Principles of Engaged Teaching and Curricula
A proposal for Dialogue from the UVU Faculty Center
A proposal for Dialogue from the UVU Faculty Center
PURPOSE
This document propose a definition model for "excellent" teaching at UVU based on the literature regarding adult learners. This document is intended to assist in the following way:
1) Assessment of a candidate's teaching abilities during a hiring evaluation
2) Faculty self-assessment for improving their own teaching practices and approach
3) RTP annual, mid-term, and tenure decisions regarding a candidate's teaching performance; alternatively, a model for suggesting improvement for a faculty member who is struggling to improve their teaching
4) Reviews and discussions of rehiring of adjunct faculty and lectures
5) A model for peer reviews of a faculty member's teaching performance of RTP reviews, feedback, or mentoring
These core principles are based on an emerging consensus regarding the best teaching practices that actively promote student learning and engagement. Agreement on a single, unitary definition of excellence in teaching may not be possible since teaching methods will vary by discipline and need to be customized. However, UVU could agree on a set of core principles regarding excellence in engaged teaching as part of the "Curricular Engagement" half of the Carnegie Foundation definition. Having a definition of core principles might also encourage development of practical measures of department chairs, and deans with regard to how well we are doing in fulfilling UVU's mission of fostering student success and preparing competent professionals who are engaged lifelong learners that contribute to their communities. We encourage this definition of engaged teaching to be discussed among deans, department chairs, and faculty.
CORE PRINCIPLES
- Creation of a classroom environment conducive to learning (e.g. instructor concern for students, active student participation, student cohesiveness, class is organized, sufficient learning resources are available to students, emotional safety is present, etc.)
- To increase student motivation and engagement, the instructor shares power in the classroom ; students make read decisions that affect their grades, and they participate in significant decisions that affect their learning. Students are actively encouraged to learn material that is not discussed in class but will be assessed. This can include, but is not limited to, any of the following: assignments, course schedule, content to be covered, due dates, course policies, contract grading, mastery grading. This principle must be evaluated in the context of the level of the course and external constraints. Undergraduate mentored research should also involve sharing of power.
- The instructors appropriately reduces the focus on course content and increases course focus (objectives, time and attention) on skill development especially in critical areas such as professional writing, oral expression, skills for working with others, analysis, synthesis, and application of concepts in novel and real-world situations. This principle must be evaluated in the context of the course level, the departmental curriculum, and external standards regarding critical areas of content.
- Instructors give careful consideration to involving student in the local and /or professional community in order to foster "stewardship of place", assist students in seeing how theory is applied in real settings, to and to provide real service that benefits both student learning and the community. This can be accomplished in multiple ways, but includes both assignments that require community engagement and service learning opportunities.