International Journal for the Scholarship of Teaching and Learning
Volume 3, Number 1, January 2009
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Excerpt
Sustaining Student and Faculty Success: A Model for Student Learning and Faculty Development
We begin this essay with a brief description of the four-year multidisciplinary
faculty development project in which we participated. After describing
some of the successes of
the project, we argue that three elements of our approach were integral
to the increases in student learning that were facilitated by project
participants: (1) The Learning Question, Disciplinary Expertise, and
Foundational Learning Theory, (2) Collaboration and Evaluation, and
(3) Public Support and Professional Acknowledgement.
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David Concepción
Ball State University
Muncie, Indiana, USA
dwconcepcion@bsu.edu
I am Associate Professor of Philosophy at Ball State University. Specializing in ethics, I hold a Ph.D. in Philosophy from the University of Wisconsin-Madison. My ethics research addresses various aspects of blameworthiness. My current SoTL addresses (i) integrated course design with special attention to pre-existing understandings and metacognition and (ii) how to support transformative learning of transgressive topics. I have received many awards for my teaching and the Lenssen Prize for the best SoTL research in Philosophy 2004-2006. I have recently (i) incorporated service-learning into my environmental ethics course (supported by Campus Compact) and (ii) developed a teaching commons (supported by Phi Kappa Phi). My latest teaching project is the creation of an immersive learning course that produces Stance: An International Undergraduate Philosophy Journal: http://stance.iweb.bsu.edu.
Mellisa Holtzman
Ball State University
Muncie, Indiana, USA
mkholtzman@bsu.edu
I am an associate professor of Sociology at Ball State University. My research focuses on the sociology of law, the sociology of family, and the scholarship of teaching and learning. Within SoTL, my work has been featured in a number of publications, including Teaching Sociology, College Teaching, Sociology Through Active Learning, and Teaching About Families. I have been the recipient of Ball State’s “Lawhead Teaching Award in the University Core Curriculum” and “Excellence in Teaching Award.” Most recently I was honored by a former student as his “most influential teacher” during a Mortar Board Faculty Appreciation ceremony. I currently serve as the director of our graduate program.
Paul Ranieri
Ball State University
Muncie, Indiana, USA
pranieri@bsu.edu
I am an associate professor of English at Ball State University where I pursue my research interests integrating rhetorical history/theory with contemporary issues in administration, the pedagogy of composition, general/liberal education, the learning of first-year students, and faculty development. Following a BA from Xavier University (OH) and a master’s degree from Trinity University (TX), I received a doctorate in English Education from The University of Texas-Austin. After four years teaching high school English, I am now in my 26th year at Ball State University where I have been named a “University Teaching Professor,” awarded the “Lawhead Teaching Award in General Studies,” and recognized with the “Outstanding Faculty Service Award.” I also serve as Executive Director for the Association for General and Liberal Studies (AGLS).