The 2016 CUE conference is delighted to present this special flipped session, which has made available a number of resources for this presentation. Participants interested in attending this presentation are strongly encouraged to read these documents before the session.

 

Bridging the Gap Revisited: Assessment of Faculty Development across CUNY

Room C-359 @ 11:50 am – 12:40 pm

Presenters:

• Julia Jordan, Director, City Tech
• Gina Foster, Director, Teaching and Learning Commons, Lehman College
• Mari Watanabe, Director of Undergraduate Education Initiatives and Research, CUNY Office of Academic Affairs, CUNY Central

Resources:

• Random Thoughts… How Learning Works
• New study suggests that faculty development has a demonstrable impact on student learning
• CUNY BIDGING THE GAP: COGNITIVE RESEARCH AND INSTRUCTIONAL PRACTICE

Abstract:

In 2012, several CUNY Centers for Teaching and Learning (CTL) directors participated in an in-house workshop to share best practices and theory related to Ambrose et al.’s (2010) How Learning Works: Seven Research-Based Principles for Smart Teaching. A CUNY-wide faculty development seminar was proposed out of the workshop, and in the years that followed, many of these directors offered the “Bridging the Gap” seminar on their campuses. Delivery and assessment of the seminar varied, with few useful conclusions to be drawn given the lack of shared objectives and assessment tools appropriate to the project.

As a prelude to refreshing and re-presenting the “Bridging the Gap” seminar, the Best Practices Standing Committee of the CUNY CTL Directors’ Council provides a flipped workshop session for the 2016 CUE Conference. In the workshop, past seminars are first reviewed, and newly developed assessment plans and some ideas for research projects are introduced. The focuses of these plans and ideas are on CTL effectiveness in providing faculty development, and more widely, on the recommendation to make evidence-based decisions across CUNY.

Faculty and faculty development staff interested in improving and designing assessment of teaching and learning activities are encouraged to attend. Those participating in the workshop have an opportunity to engage with the presenters and other audience members, and to revisit their assessment plans for professional development.