published: volume 3, number 3 (2003)

Providing Support for Faculty Who Wish to Shift to a Learning-Centered Paradigm in Their Higher Education Classrooms

Steven E. Jungst

Dept of Natural Resource Ecology & Management
253 Bessey Hall
Iowa State University
Ames, Iowa  50011
515-294-1587
 sejungst@iastate.edu
 
Barbara L. Licklider, and
Janice A. Wiersema

Dept of Educational Leadership and Policy Studies
N247B Lagomarcio Hall
Iowa State University
Ames, Iowa 50011

abstract

Research shows that students who experience a learning-centered paradigm out-perform those who experience a more traditional teaching-centered paradigm.  Faculty are generally not well prepared to adopt a learning-centered paradigm, and trying to do so without ongoing support is difficult, at best.  We describe a model used at Iowa State University that provides the program and process necessary to help faculty make such a paradigm shift.  Introductory and advanced workshops are coupled with ongoing bi-weekly meetings to help faculty develop the strategies and understanding of the learning process that are necessary to develop a learning-centered classroom.  The approach used here could serve as a model for other colleges and universities wishing to help faculty who wish to make such a change.

 

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The Journal of Scholarship of Teaching and Learning (JoSoTL)

Volume 3, Number 3 (2003)

 

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