Echoes of Student Learning Modes in the Learning Processes of STEM Faculty: The LASSI Provides Themes for Faculty Development. Issue 2 (1st April 2017)

• Record Type: Journal Article
• Authors: Bratt, Kirstin Ruth; Sundheim, Nancy Kay; Pound, Kate S.; Rogers, Michael Edward
• Is Part Of: Journal of college reading and learning. Volume 47:Issue 2(2017)
• Page Start: 123
• Page End: 142
• Publication Date: 2017-04-01
• Subjects: backward design -- faculty development in STEM fields -- LASSI -- model of strategic learning -- qualitative research; Reading (Higher education) -- Periodicals; Reading -- Periodicals; Reading; Reading (Higher education); Electronic journals; Periodicals; 428.406
• DOI: 10.1080/10790195.2017.1287608
• Languages: English
• ISSNs: 1079-0195

Abstract

Abstract : This research documents educator responses while learning and implementing a new pedagogy. In our analysis of our own written reflections, we found the ten LASSI scales, normally used to look at student learning, became, for us, themes that emerged from faculty learning as well. The value of peer support for learning, and the balance of skill, will, and self-regulation in the learning processes of faculty, became clear through our self-analysis. Effective instruction includes an ongoing learning process on the part of faculty, and yet the demands on our time and resources as faculty are always high. Identifying and strengthening responses while learning and implementing new pedagogical methods can help over-burdened educators become more efficacious in their work.