Mary Huber and Pat Hutchings
May 29, 2017
Changing teaching practices in a department takes time.
We often think of that challenge as allowing time for changes in teaching practice to take root and spread, but it also means finding time for constructive conversations about teaching and learning. Most departmental committees that oversee undergraduate programs involve only a small fraction of the faculty and deal with bureaucratic necessities like prerequisites and classroom space. Busy faculty–even those teaching sections of the same course, or successive courses in a sequence—don’t always coordinate. As a result, pedagogical innovation and collaboration lack the attention they deserve. Continue reading