Professional and Organizational Development Network in Higher Education
ORCID IDs
Stitt-Bergh 0000-0003-4004-8001
Fowler 0000-0002-0226-1461
Donaldson 0000-0003-1469-6275
Hunter 0000-0001-5866-9549
Patterson 0000-0001-5468-7264
Date of this Version
Fall 2023
Document Type
Article
Citation
To Improve the Academy: A Journal of Educational Development (2023) 42(2): 1
doi: 10.3998/tia.2491
Abstract
Centers for teaching and learning (CTLs) address external and internal factors that influence teaching and learning. To accomplish this, often without additional resources, CTLs need an efficient and effective solution. By combining evidence-based practices in faculty development and a distillation of effective practices at three different institutions, the authors developed a sustainable, generative, learner-leader model for CTLs and others in faculty development to employ. The model emerged from an analysis of the authors’ collective and independent professional experiences, is grounded in a community of practice framework, and innovatively addresses the need for faculty leadership development. The authors describe the components of the learner-leader praxis and illustrate in narrative examples. By employing a learner-leader model, CTLs and others in faculty development can efficiently and effectively transform teaching and reach greater numbers of faculty.
Included in
Curriculum and Instruction Commons, Higher Education Commons, Higher Education Administration Commons, Higher Education and Teaching Commons, Other Education Commons
Comments
License: CC BY-NC-ND