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By: Anonymous
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By: CAA News | College Art Association » Blog Archive » News from the Art and Academic Worlds | CAA
[…] There’s a long-standing tradition of informal sharing of pedagogical innovation among K–12 teachers and a whole line of research on this phenomenon, which is known as teacher leadership. The same type of informal faculty leadership exists in higher education as well, but there is very little research on this topic, according to Pete Turner, education faculty member and director of the Teacher Education Institute at Estrella Mountain Community College. (Read more from Teach Strats.) […]
By: Kathleen
Left out of this study is the actual source of innovative teaching: the individual professor's deep knowledge of his or her discipline, coupled with a great desire to pass on that knowledge to students. The instructor who knows her subject well finds the flow of creative or innovative ideas natural and unstoppable. The worst things that administrators can do are: 1) fail to provide the resources such teachers desire; 2) make decisions on whether the innovation is "worthy" or, transferable to institutionalization. If an innovation works for that teacher and her students, it does not need an imprimatur from distant administrators, nor does it need to be copied by every other professor whose skills and personality may not be up to the task. Last but not least, just because a practice is "new" or "innovative" does not mean it will be productive. There is much to be said for the tried and true.
By: Professors: Role of the Center for Teaching and Learning | My Educational Technology Blog: A Place of Resources and Tools for Educators
[…] I was always a huge supporter of such centers giving credibility to the act of teaching and learning. Read more in “Role of the center for teaching and learning”. Link at: http://s31450.p609.sites.pressdns.com/articles/faculty-development/where-does-innovative-teaching-come-from/ […]
By: Howard A. Doughty
At the risk of running the conversation off the track before it has even begun, I'd like to ask that we consider the goals of innovation.
For each of of the six decades in which I have been a full-time postsecondary educator, I have been buffeted by demands for innovation from managerial employees (presidents, vice-presidents, deans and deanlets) who have hyped pedagogical and technological innovation. I have, in the alternative, also been engaged in creative efforts to build a better curriculum that have been led by authentic academics and committed educators.
The first have been successful insofar as they have transformed colleges and universities into "digital diploma mills," become devoted to the measurement of "core competencies" and the transfer of "employability skills," and turned higher education into a market-driven set of experiments intended to promote the commodification of learning and the commercialization of research. The effects on teaching and learning have been disastrous.
The second have been unsuccessful, often because the innovations were predismissed as either inimical or irrelevant to the new private-public partnership that now defines postsecondary governance.
Innovation, you see, cannot be defined as novelty for novelty's sake. It must be considered in terms of the political, social and economic interests it serves. Unless we are clear about that, nothing we say will matter.