Session T-09 - Topics: Teaching Success for New Faculty; Library support for Teaching Science; Faculty Learning Communities

In our “paired teaching” initiative, each newly-hired faculty member collaboratively teaches a well-structured, student-focused course with an experienced faculty member, supported by a third person with expertise in evidence-based teaching practices. Prior work found that the experience is valued by both instructors and measured sustained use of teaching methods up to a year later. New longitudinal research shows impact lasting to at least mid-career by comparing hiring versus promotion teaching philosophy statements against a rubric aligned with the program’s goals.

To steer academic library services, Faculty of Science educators were invited to participate in a survey and follow-up interviews on evidence-based instructional practices (EBIPs). The survey asked to self-report awareness and adoption of EBIPs, engagement with and in education research, and areas where they could use support. A bibliometric analysis was also conducted of their contributions to the education literature. Together with research findings, this data outlines educator activities and needed support of education research and evidence-based teaching in science.

Over the past three years, a team of faculty and pedagogical counsellors has worked to implement a Faculty Learning Communities (FLC) approach to professional development at Dawson College. This talk will detail the process that the Dawson FLC team used to identify needs, assess constraints, and iterate solutions in order to design an FLC approach that meets the specific context of our faculty, professionals, staff, and students. It’s our hope that our model might be adapted to suit other institutions.