Faculty Development in STEM Education
Evaluating and Encouraging New Pedagogical Approaches
Through interdisciplinary groups and learning communities composed of instructors participating in faculty-development programs, we are working to create a culture of reflective teaching at Washington University.
At The Teaching Center, we see teaching as a collaborative, not a solitary, endeavor. This perspective is central to a reflective, or scholarly, approach to teaching—which involves trying out evidence-based methods, observing the results, and using those results to further refine your teaching. As Pat Hutchings and Lee Shulman (1999) describe it, scholarly teaching involves “practices of classroom assessment and evidence gathering, . . . informed not only by the latest ideas in the field but also by current ideas about teaching in the field, . . . [as well as ] peer collaboration and review.”