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Mapping Teaching Journeys

Join Nancy Chism's FACET Annual Retreat on May 18, 2013, as we explore the cycles of teaching development. We'll reflect on personal teaching changes, examining influences that prompted modifications and the indicators of success. This session will delve into the patterns of growth over time and focus on various aspects of teaching, such as engagement and mastery. Drawing on theoretical frameworks and interdisciplinary approaches, we aim to map each teacher's unique journey and foster a deeper understanding of the teaching process.

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Mapping Teaching Journeys

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  1. Mapping Teaching Journeys Nancy Chism FACET Annual Retreat May 18, 2013

  2. How Development Occurs

  3. Think about a time when you changed your teaching. • What was the change? • Why did you make this change? • How did you know that it was working or not?

  4. Cycle of Development

  5. Cycle over Time

  6. Patterns over time

  7. Focus by stage of teaching development

  8. Teaching theory focus • Transmitting information • Designing tasks for engagement • Understanding/promoting individual mastery

  9. Subject Focus • Narrow and surface • Broader and deeper • Multidimensional/interdisciplinary

  10. Energy Focus More detail in Bland & Bergquist (1997), Figure 3, p. 45.

  11. Individual patterns map each teacher’s journey

  12. References • Bland, C., & Bergquist, W. H. (1997) . The vitality of senior faculty members: Snow on the roof—fire in the furnace. ASHE-ERIC Higher Education Report, 25, 7. Washington, DC: George Washington University. • Fuller, F.F., & Bown, O.H. (1975). On becoming a teacher. In K. Ryan (Ed.), Teacher education, part 2, 74th Yearbook of the National Society for the Study of Education. Chicago: University of Chicago Press. • Kugel, P. (1993). How professors develop as teachers, Studies in Higher Education, 18, 315-328. • Richlin, L. (2006). Blueprint for learning: Constructing college courses to facilitate, assess, and document learning. Sterling, VA: Stylus. • Robertson, D. L. (1999). Professors’ perspectives on their teaching: A new construct and developmental model, Innovative Higher Education, 23(4), 271-294.

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