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Workshops Test Site

Faculty: 

Ellen Stevens, Associate Professor, Educational Psychology
Office:    NC 4006C,     Phone:(303) 556-8112,     

Lab Participants:
Patrick Lowenthal
Michael Wray
Barbara Bates
Teri Switzer

Lab Activities:

Summary:

The academic culture has not traditionally viewed teaching as a legitimate topic for examination; writing and research, the coin of the realm, were directed toward academic fields.  In recent years another trend has emerged.  The study of post-secondary teaching and learning grows larger each year (e.g., Goodwin & Stevens, 1993); Singer, E. R., 1996; Stevens, 1987, 1988; Wlodkowski, R. J., 1985; Write & Associates, 1995).

Research examining adult learning and issues related to reflective practice in college and university teaching can help the evolution of higher education as we move into the next century.  Reflective practice includes:  a) the ways in which professors learn to think about their pedagogy, curriculum, and student learning, b) the choices professors make when implementing their ideas about teaching and learning, and c) the ways professors assess their own and their students' performance.  These issues range from changing teaching methodologies to assessing teaching.

The purpose of this lab is to explore theoretical and practical questions about teaching and learning in post-secondary settings (see Current Projects). Understanding connections between instructional strategies and learning is the primary focus of PSTL projects.   When selecting projects, we look for ventures that will shed light on problems of practice in a variety of adult learning situations.

Skills & Representative Products:

We are currently designing a web-based, faculty development workshop. This project provides opportunities to examine several issues (e.g., the practicalities of adapting socially interactive methodologies to computer-based instruction, the transformation of motivational principles from traditional to non-traditional contexts, learner resistance to innovation). 

Lab participants review literature, design research, analyze data and write reports. Participants are expected to participate in all phases of lab projects.  The lab is also a forum for discussing personal research projects.

Schedule

The lab meets bi-monthly.   Students can expect to devote additional time each week completing the tasks (e.g., reading, data collection, writing, preparation for presentations) associated with lab projects.  The actual time commitment will vary, but should average five hours per week.

Application Procedures:

Those interested in applying should:

• Read one or two of the references cited below, and
• Submit a letter that outlines the fit between your interests, the lab purposes, and your selected reading(s) to Ellen.Stevens@cudenver.edu
• Attend a lab meeting to observe, participate, and converse with other lab members.

Selected Bibliography

    Boulton-Lewis, G. M., Wilss, L., & Mutch, S. (1996).  Teachers as adult learners:  Their knowledge of their own learning and implications for teaching.  Higher Education, 32, 89-106.

    Freedman, M. (1979).  Academic culture and faculty development.  Berkeley, CA:  Montaigne Press.

    Knowles, M. (1980).  The modern practice of adult education:  From pedagogy to andragogy.  New York:  Cambridge Adult Education.

    Knox, A. B. (1990).  Helping adults learn.  San Francisco:  Jossey-Bass.

    Goodwin, L. D., & Stevens, E. (1993).  The influences of gender on university faculty members' perceptions of "good" teaching.  Journal of Higher Education, 64(2), 166-85.

    Marcinkiewicz, H. R. (1993).  Computers and teachers:   Factors influencing computer use in the classroom.  Journal of Research on Computing Education, 26(2), 220-237.

    Relan, A., & Gillani, B. B. (1997).  Web-based instruction and the traditional classroom:  Similarities and differences.  In B. Kahn (Ed.), Web-based instruction.  Englewood Cliffs, NJ:  Educational Technology Publications.  

    Singer, E. R. (1996).  Espoused teaching paradigms of college faculty.  Research in Higher Education, 37(6), 659-679.

    Stevens, E. (1988).  Tinkering with teaching.  The Review of Higher Education, 12(1), 63-78.

    Stevens, E. (1989).  Explorations in faculty innovation.  Journal of Staff, Program, & Organizational Development, 7(4), 191-208.

    Wright, W. A., & Associates (1995).  Teaching improvement practices:  Successful strategies for higher education.   Bolton, MA:  Anker.

    Wlodkowski, R. J. (1985).  Enhancing adult motivation to learn.  San Francisco, CA:  Jossey-Bass.

Current Projects