Faculty Resource NetworkAn academic partnership devoted to faculty development. Now in our fourth decade, we remain committed to this partnership, and to fostering connection, collaboration, and collegiality among our members.
Emerging Pedagogies for the New Millennium
From the Executive Director
We are experiencing a major transformation in teaching and learning, which will have far- reaching impacts on students, faculty, and educational institutions. This change arises from the convergence of several factors that are rede ning higher education in the 21st century.
For the current generation of students—often called the millennials—information has been always instantly accessible via the internet. And nowadays, it can be beamed directly to the palms of their hands. How does this free ow (and often over ow) of information impact how faculty teach and how students learn? If professors are no longer the sole conduit of knowledge, does this require a change in the goals and practice of education?
The availability of new technologies also expands the repertoire of instructional tools that faculty can utilize in their courses. Until recently, almost all teaching and learning happened within the four walls of a classroom at a scheduled time and location. Today, students and faculty can interact via blogs, chat-rooms, games, or even disguised as avatars in a “second life” simulation. An increasing number of courses are being taught mostly or completely online, where discussion occurs electronically rather than in person. However, the rapid pace of technological innovation has often created a digital culture divide on our campuses, with faculty on one side and students on the other. How can faculty learn and implement new instructional technologies to enhance student learning?
Extensive research in cognitive science has provided unprecedented insights into how people learn. Many studies show that education is most effective when students are active participants in their own learning rather than passive recipients of information. These insights have been embedded into new types of collaborative pedagogies, such as peer-led team learning, case-based learning, and role-playing games. Faculty members who adopt these pedagogies are required to relinquish their usual position as the central focus in the classroom, and adopt a different role as a facilitator to student exploration. Do these student-centered classroom activities change how students view, approach, and succeed in their own learning? Ultimately, how will these new practices transform the face of teaching and learning in the years to come?
In November 2011 faculty members and other representatives of Faculty Resource Network institutions addressed these questions and issues during a national symposium on “Emerging Pedagogies for the New Millennium,” hosted by The University of Puerto Rico, Rio Piedras and the University of the Sacred Heart in San Juan, Puerto Rico.
In this ninth issue of our online NETWORK: A Journal of Faculty Development, we present excerpts from a number of the presentations that were delivered during that symposium.
Debra M. Szybinski
Executive Director, Faculty Resource Network
Excerpts from the keynote address by President Jose Jaime Rivera, University of the Sacred Heart.
Excerpts from a presentation by Joseph Zeppetello, Marist College.
Excerpts from a presentation by Rosa Ojeda-Ayala, University of the Sacred Heart.
Excerpts from a presentation by Millie Burns, Rebecca Mushtare, and Erin O’Connor, Marymount Manhattan College.
Excerpts from a presentation by Nicola Davis Bivens, Anita Bledsoe-Gardner, and Roslyn D. Harrington, Johnson C. Smith University.
Excerpts from a presentation by Richard Vogel, Farmingdale State College.
Excerpts from a presentation by Clarissa Myrick-Harris, Sylvia Carey-Butler, Linda Curiel, and Felicia Davis, UNCF Institute for Capacity Building.
Excerpts from a presentation by Sarbjit “Sab” Singh, Anthony Sovak, and Ann Shapiro, Farmingdale State College.
Excerpts from a presentation by Judy Gordon and Laura Bagnarol, The College of New Rochelle.
Excerpts from a presentation by Myna German, Delaware State University.
Excerpts from a presentation by Xu Zhang, Farmingdale State College.
Excerpts from a presentation by Paul Abair, United States Air Force Academy.
Excerpts from a presentation by Dorian B. Crosby and Cynthia Neal Spence, Spelman College.
Excerpts from a presentation by Susan Prion, University of San Francisco.
Excerpts from a presentation by Marionnette Holmes, Shani Harris, Rosalind Gregory-Bass, and Leyte Winfield, Spelman College.
Excerpts from a presentation by Judith Simons Gold and Theodora Williams, Marygrove College.
Excerpts from a presentation by Ruth Zealand and Dorothy Larkin, The College of New Rochelle, Jean Coppola, Pace University, Barbara Thomas, Westchester Community College, and Wayne Tanna, Chaminade University.
Excerpts from a presentation by William Costanzo, Westchester Community College.
Excerpts from a presentation by Orla LoPiccolo, Farmingdale State College.
Excerpts from a presentation by Jeffrey Gaab, Farmingdale State College.
Excerpts from a presentation by Beverly Kahn, Farmingdale State College.
Excerpts from a presentation by Pia Deas and Saadia N. Lawton, Lincoln University, Pamela Waldron-Moore, Xavier University of Louisiana, Rosalee Martin, Huston-Tillotson University, and Alice E. Stephens, Clark Atlanta University.
Excerpts from a presentation by Marie Pullan, Farmingdale State College.
Excerpts from a presentation by Brahmadeo Dewprashad, Borough of Manhattan Communnity College, Wesley Pitts, and Gillian Bayne, Lehman College, SUNY.
Excerpts from a presentation by Mathew Mitchell, University of San Francisco.
Excerpts from a presentation by George Fernandez and Laurie Rozakis, Farmingdale State University.