Defining and Discussing Good Teaching
What does it mean to your colleagues to be a good teacher? What does it mean to your students? What does it mean to you?
Join us at the Spring 2024 Faculty Development Day: Defining and Discussing Good Teaching for presentations and workshops led by guest speakers Lauren Barbeau, Ph.D., and Claudia Cornejo-Happel, Ph.D., who will introduce a research-based framework that provides us with a shared understanding of what constitutes good teaching and a common language in which to discuss and evaluate it.
New York participants will be able to update their professional photos. A sign-up link will be provided upon registration.
All classes are canceled on Wednesday, March 6, to facilitate faculty attendance (except for NYITCOM).
11 a.m. – noon (ET)
Lunch and Raffle
Noon – 12:15 p.m. (ET)
Provost and Executive Vice President Jerry Balentine and Associate Provost Francine Glazer
12:15 – 1:45 p.m. (ET)
The following afternoon events are on the Long Island Campus only
1:45 – 2 p.m. (ET)
Break and Raffle
2 – 3:30 p.m. (ET)
3:30 – 4:30 p.m. (ET)
Wine and Cheese Reception and Raffle
Who Tells Your Story? Reflection and Agency in Discussing Teaching Effectiveness
How can we effectively communicate about and collaborate on teaching with our colleagues and students? In this presentation, we introduce the Critical Teaching Behaviors (CTB) framework, a tool that synthesizes research on effective teaching practices in higher education into six categories of observable behaviors. The CTB framework helps faculty create a shared language and understanding of good teaching, as well as collect and document evidence of their teaching quality. When we speak the same language, we can have more productive conversations about teaching with colleagues, allowing us to better share and recognize effective instructional practices. You will learn how to use the CTB framework to identify and discuss teaching strengths and strategies with your peers and to enhance your professional development as an instructor.
Defining Critical Teaching Behaviors for Student Learning
As teachers, student learning is our goal. While instructors cannot guarantee this outcome, research on teaching and learning offers insight into what we can do to support student success. Staying current on this research is time-consuming and can be overwhelming for instructors delving into a new field. Critical Teaching Behaviors (CTBs) prepare instructors to foster student success by providing foundational knowledge of effective teaching practices. In this session, participants will use the CTB framework to reflect on their current instructional practices and pedagogical areas of interest to identify strategies they can implement to promote student learning while reinvigorating their teaching.
What’s Good Teaching? (Preview)
About the Presenters
Lauren Barbeau, Ph.D., is the assistant director of learning and technology initiatives in the Center for Teaching and Learning at the Georgia Institute of Technology. She earned her Ph.D. in English, specializing in 19th Century American Literature with a certificate in American Culture Studies, from Washington University in St. Louis. Before becoming an educational developer, she taught writing and literature courses.
She began her educational development career at Georgia Southern University and subsequently served as the assistant director for faculty development and SoTL at the University of Georgia. Her research interests include teaching with technology as well as documenting and assessing teaching.
Claudia Cornejo-Happel, Ph.D., is an associate director of the Center for Teaching and Learning Excellence at Embry-Riddle Aeronautical University, Daytona Beach. She earned her Ph.D. in Spanish from The Ohio State University and an educational specialist degree from Georgia Southern University.
She has previously held positions in the University Center for the Advancement of Teaching at Ohio State and the Center for Teaching Excellence at Georgia Southern University. Her research interests include documenting and assessing teaching, SoTL, as well as inclusive instructional practices.