This past week Utah Valley University (UVU) in Orem, UT hosted the 4th Annual Conference on the Scholarship of Teaching and Engagement (SoTE) in Higher Education. I had the pleasure of presenting on my experiment with sharing the power in the class. My talk was entitled ‘Sharing the Power: A Community of Learners from Day One’. Interestingly, the director of the UVU Faculty Center along with a student also presented on Sharing the Power in the classroom. Our two sessions, offered back to back, provided a great platform for discussing the opportunities and challenges present in sharing the power.
I shared with the audience some recent feedback I received from my students during an informal midterm qualitative feedback session. I asked them to reflect on the following and give me some input: Continue reading
“While meeting everyone’s needs sounds compassionate and student-centered, it is pedagogically unsound and psychologically demoralizing.” (Brookfield, 1995, p. 21).
Thank goodness!! From classes for undergraduate and graduate students to workshops for faculty, I have, from time to time, had the feeling that I didn’t meet everyone’s needs
– as if it were possible; yet, I would still feel bad about it. That, I suppose, is in part because my top strength (of 34 possible) as identified by a Strengths Finder
test is Empathy! Oh boy.
According to Brookfield (1995), being a critically reflective teacher
is at the core of accepting that it’s just not possible to meet everyone’s needs – it is simply an assumption that we might carry around with us, but it is an assumption that we should shrug off – right along with our Atlas Complex
This is the latest blog entry that I wrote for the Center for Teaching and Learning Excellence at the University of Utah.
What would it look like if we arrived to class on Day One with merely a hint of a syllabus? Well, the folks in CTLE might jump all over us! Wait, I am the ‘folks’ in CTLE and yet, I arrived to my CTLE 6000 course with a hint of a syllabus this semester. Let’s call it a ‘pedagogical experiment’ inspired by one of the core texts for the course: Learner-Centered Teaching
by Maryellen Weimer (2002). The basic premise is that students take more responsibility for their learning and become self-regulated when they are actually given some control over their learning… what a concept! Continue reading