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Advancing Teaching Excellence: The Role of Faculty as Professional Educators

In this comprehensive exploration by Prof. Dr. Ichsan Setya Putra from Telkom University, the evolving role of faculty members as professional educators is emphasized. The discourse underscores the importance of continuous professional development, integrating best practices in teaching, and engaging deeply with the literature on college teaching. Key themes include the scholarship of teaching, fostering effective learning experiences, and the essential attributes of quality educators. This presentation serves as a guide to enhancing pedagogical approaches within higher education.

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Advancing Teaching Excellence: The Role of Faculty as Professional Educators

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  1. Scholarship of Teaching&SCL/LCE Prof. Dr.Ir. IchsanSetya Putra Telkom University 27 Januari 2014

  2. Prof. Dr.Ir.Ichsan S.Putra Dosen Program Studi .... sekaligus Ketua SPM ITB

  3. FACULTY MEMBERS: • Who Are We?What Qualities Do We Value? • NOW: We primarily see ourselves as.. • SUBJECT MATTER SPECIALISTS • NEW CHALLENGE: We need to also see ourselves as… • PROFESSIONAL EDUCATORS • All professionals value their own Professional Development very seriously. L. Dee Fink: The JOY and RESPONSIBILITY of TEACHING WELL Mengajar Efektif & Kreatif Prof. Dr. Ichsan S. PutraKomisi Pembelajaran - Institut Teknologi Bandung, INDONESIA

  4. WHO We Are - WHAT We Value • We are Professional Educators. • We value being First-Rate Professionals. • We valuelearning how to do our work as well as possible. L. Dee Fink: The JOY and RESPONSIBILITY of TEACHING WELL Mengajar Efektif & Kreatif Prof. Dr. Ichsan S. PutraKomisi Pembelajaran - Institut Teknologi Bandung, INDONESIA

  5. FACULTY as “PROFESSIONAL EDUCATORS”: • What would that mean? • That faculty members, as college teachers, will: • Be familiar with the literature on college teaching, • Use the ideas of “best practice” in their own teaching, and • Engage in continuous improvement regarding current ideas on teaching and their teaching. L. Dee Fink: The JOY and RESPONSIBILITY of TEACHING WELL Mengajar Efektif & Kreatif Prof. Dr. Ichsan S. PutraKomisi Pembelajaran - Institut Teknologi Bandung, INDONESIA

  6. Interacting with Students Knowledge of the Subject Matter Designing Learning Experiences Managing the Course FUNDAMENTAL TASKS OF TEACHING Beginning of the Course L. Dee Fink: The JOY and RESPONSIBILITY of TEACHING WELL

  7. Ideas/Literature on COLLEGE TEACHING 2 3 LEARN REFLECT SHARE 1 USE ASSESS COLLEAGUES The Learning Cycle: 3 WAYS OF LEARNING L. Dee Fink: The JOY and RESPONSIBILITY of TEACHING WELL

  8. Quality of Teaching (now) Time RATE of Improvement from: DIFFERENT WAYS of Learning About Teaching 1 + 2 + 3: Ideas from Literature on College Teaching 1 + 2: Learning from Others 1: Only from Own Experience L. Dee Fink: The JOY and RESPONSIBILITY of TEACHING WELL

  9. DOSEN = SCHOLAR

  10. Boyer: Scholarship Reconsidered The Boyer Model Taxonomy • …give the ..term “scholarship” a broader more capacious meaning, one that brings legitimacy to the full scope of academic work. • Boyer p. 16

  11. Scholarship of Teaching Scholarship of Integration Scholarship of Application Scholarship of Discovery • 1990 Carnegie Report Scholarship Reconsidered Boyer, E.L., . Scholarship Reconsidered, Priorities of the Professoriate, Carnegie, 1990

  12. Shulman: Taking Learning Seriously An intelligent act becomes scholarship when: • It becomes public • It is critically reviewed and evaluated by one’s community • Members of one’s community begin to use, build upon, and develop these acts of mind and creation. Shulman, L. (1999). Taking learning seriously. Change. 31(4), pp. 5-7

  13. Glassick et al: Scholarship Assessed Standards of Scholarly Work(Glassick, Huber, Maeroff) • Clear Goal • Adequate Preparation • Appropriate Methods • Significant Results • Effective Presentation • Reflective Critique

  14. Mary Taylor Huber Scholarship of Teaching Defined Sustained inquiry into the question of when, how, and under what conditions students learn. -- Huber

  15. Glassick et al: Scholarship Assessed Standards of Scholarly Work(Glassick, Huber, Maeroff) • Clear Goal • Adequate Preparation • Appropriate Methods • Significant Results • Effective Presentation • Reflective Critique

  16. Example of Adequate Preparation

  17. Example of Effective Presentation

  18. Harris & Cullen: Leading the Learner Centered Campus, Jossey Bass 2010 Our Current Challanges • New Knowledge • Change in Perception • Demographic Changes • Industry & Market Changes • Process Needs

  19. Educating Engineers for the 21st Century: the Industry View The Royal Academy of Engineering, 2006 Industry & Market Changes Engineers to have a sound knowledge of the engineering fundamentals within their discipline as well as social & interpersonal skill set including communication, team working, & business skills

  20. Vest, Educating Engineers for 2020 & Beyond, http: mitworld.mit.edu Industry & Market Changes …called for engineering graduates to “write & communicate well, think about ethics & social responsibility, conceive & operate systems of great complexity within a framework of sustainable development & be prepared to live & work as global citizens

  21. Kalantizis & Cope, Transformation in Language & Learning: Perspectives on Multiliteracies Industry & Market Changes …is replaced by ‘multiskilled’ all round workers who are flexible enough to be able to do complex & integrated work. Their strength is not in career stability & content knowledge but in range & versatility.

  22. Demographic Changes

  23. Harris & Cullen: Leading the Learner Centered Campus, Jossey Bass 2010 Perfect Storm For Shifting Paradigm Instructional Centered Vs Learner Centered

  24. Paradigma Sebagai Cara Memandang http://www.evidentcrimescene.com/cata/photo2/photo2.html http://www.filmphoto.net/camera_filters.html

  25. Fish is Fish

  26. Student is Student Coming Late !!!

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