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Policies that Enhance Learning and Teaching
Chance, Shannon M. Eddy, Pamela L Duffy, Gavin Bowe, Brian Harvey, Jen
Chance, Shannon M.
Eddy, Pamela L
Duffy, Gavin
Bowe, Brian
Harvey, Jen
Abstract
Educational institutions often implement policies with the intention of influencing how learning and teaching occur. Generally, such policies are not as effective as their makers would like; changing the behavior of third-level teachers proves difficult. Nevertheless, a policy instituted in 2006 at the Dublin Institute of Technology has met with success: each newly hired faculty member must have a post-graduate qualification in “Learning and Teaching” or successfully complete one within the first two years of employment. The intention is to build teachers’ knowledge about student-centered pedagogies and their capacity to implement them. As a result of this policy (and associated programs that support it), positive outcomes are readily apparent. Individual teachers who have completed the programs have implemented significant change at the course and program levels. This paper introduces the policy, identifies outcomes in relation to existing theory, describes research underway, and pinpoints areas where organizational learning has occurred.
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2013-01-01
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Faculty Development, Institutional Policy, Learning and Teaching, Postgraduate Qualification, Professional Development
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Education