Professional and Organizational Development Network in Higher Education
Date of this Version
2011
Document Type
Article
Citation
To Improve the Academy: A Journal of Educational Development (2011) 29: 187-200
doi: 10.3998/tia.17063888.0029.018
Abstract
Consistent with the mission of the University of the Sciences in Philadelphia, the Teaching and Learning Center has emphasized implementation of learner-centered practices for eight years. To assess the impact of these development efforts, I reviewed syllabi and course approval forms of seventy-two recently approved courses. The documents revealed a disappointing lack of evidence of learner-centered course design features. Voluntary faculty development programming cannot force faculty to change their course designs. However, the results prompted discussions with administrators and faculty and yielded calls to action for greater implementation of learner-centered practices.
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