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: 219-232
doi: 10.3998/tia.17063888.0029.020
Abstract
Most models of professional development assume that faculty learning is the purview of faculty colleagues or teaching and learning center staff. A program at Bryn Mawr College challenges that assumption by inviting undergraduate students to serve as pedagogical consultants to faculty members. Feedback from participants suggests that this approach affords faculty and students an unusual opportunity to coconstruct a more informed model of faculty development, deepens the learning experiences of both faculty and students, and recasts the responsibility for those learning experiences as one that faculty and students share.
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