Faculty Development

LACTE made faculty development a cornerstone of its efforts.  Over 400 faculty members from the 10 LACTE institutions and other local colleges and universities have participated in LACTE faculty development workshops during the course of the project.  These workshops helped change not only the way faculty teach, but the way they view themselves as educators.  Over 80% of the LACTE workshop participants indicated that they have made some changes in their teaching as a result of their experiences with the project, and many have revised their entire teaching portfolio.

This type of change does not happen overnight.  It is clear from LACTE six-year experience that faculty development is critical to making real and permanent changes for both college and K-12 teachers.  Changing how one teaches takes time, effort, reflection, positive feedback, and ongoing help.  

LACTE faculty who became knowledgeable and skilled educators have moved to another level—from practitioners to trainers.  A number of them are now recognized as leaders in their fields, and are in great demand to present their work at institutions of higher education, meetings and conferences, and events for professional organizations.  This is another impact of LACTE that will live long after the funding period:  faculty who are leaders, assisting others move to outcome-oriented education.  See, for example, the work of Professor Karen Timberlake at her website Timberlake's Chemistry .  In particular, we recommend examining her paper "Using Student Centered Learning Strategies in the Chemistry Classroom " and her Power Point presentation on Active Learning.

Faculty Development Workshops

A sampling of LACTE-sponsored faculty development workshops is offered below.

 

  • Classroom Assessment—Beyond Student Evaluation

Ken Goodhue-McWilliams (California State University, Fullerton)

Jamie Webb (California State University Dominguez Hills)

 

  • Alternative/Authentic Assessment—Beyond Tradition Exams

Don Maas (Cal Poly San Luis Obispo)

Diana Shakarian (California State University, Fullerton)

 

  • Critical Thinking: The Stages of Intellectual Development and Multiple Intelligences

Craig Nelson (University of Texas)

 

  • Using Cooperative Learning to Achieve Meaningful Learning Goals

Barbara Millis (The United States Air Force Military Academy)

 

  • Designing Activities to both Educate and Motivate

Barbara Millis (The United States Air Force Military Academy)

 

  • Structuring a Course to Foster Higher Order Thinking

Barbara Millis (The United States Air Force Military Academy)

 

  • Teaching with Style—Enhancing Learning by Understanding Teaching and Learning Styles

Tony Grasha (University of Cincinnati)

 

  • Assessing Student Learning in our Courses

Diana Shakarian (California State University, Fullerton)

 

  • The Nuts and Bolts of Cooperative Learning

Diana Shakarian (California State University, Fullerton)

 

  • Celebrate Our Success and Understand Our Challenges—LACTE Faculty and Students Share their Work with Colleagues

 

  • A Plan for Curriculum Development—Think Chunky, Shorter, Bite-Sized Segments

Ken Goodhue-McWilliams (California State University, Fullerton)

 

  • Teacher-Scholar Exchange—Faculty Share Successes

Ken Goodhue-McWilliams (California State University, Fullerton)

Jamie Webb (California State University Dominguez Hills)

 

  • The Learning Cycle—How Do Faculty Teach and How Do Students Learn

Ken Goodhue-McWilliams (California State University, Fullerton)

 

  • Workshop to Support Inquiry-Based Learning in Physical Science

Ken Goodhue-McWilliams (California State University, Fullerton)

Joan Lebsack (Fullerton College)

 

  • Workshop to Support Inquiry-Based Learning in the Biological Sciences

Ken Goodhue-McWilliams (California State University, Fullerton)

Joyce Ono (California State University, Fullerton)

 

Workshops Presented by LACTE Faculty

During the LACTE project, many faculty have taken an leadership role by making Presentations at Meetings, Workshops, and Conferences.