TLA: What you get when you cross a think tank with a feel tank with a do tank.
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Transcript of TLA: What you get when you cross a think tank with a feel tank with a do tank.
Objectives
Civil discourse including disagreement
A deeper understanding of teacher-learner relationships
Best individual & institutional teaching and learning practices
Optimal learning for everyone
Celebrating contributions to teaching and learning
Structure
One of a kind structure for staff, students, faculty, administrators, community
Equal playing field – flattened hierarchy
Participation
Why participate?
Share views on teaching & learningHear what others, especially
students, thinkMake learning, the community & the
world betterMake connections, partnerships,
network
Activities
Meet bimonthly in dialogue groups
Sponsor /co-sponsor all-campus forums on teaching & learning
Provide print and online resources on teaching & learning
Share findings locally, nationally and internationally
Lead special interest group on “Students as Co-Inquirers” within the International Society for the Scholarship of Teaching and Learning (ISSOTL)
Dialogue-Study Process
Develop a BIG question on T&L to study for the year.
Use question(s) to study ourselves.
Invite others into the study.
Analyze and share the results.
Translate into action.
Dialogue Group Schedule
Every OTHER week
Four meeting options:Wednesdays at 12 & at 2 (Canada House)Thursdays at 12 & at 2 (Miller Hall 05, CEED)
80 mins
Dialogue Format: Structured Informality
Whole Group OpeningName badges, TREATS, review agenda &
dialogue prompt, form small groups
Small Group DialogueResponding to common prompt, recording
group highlights
Whole Group ClosingSharing & responding to small group
highlights – recording for TLA Highlights
Dialogue Facilitation
Facilitate: to make easy
Student facilitators – Comm 339
Use Agreements to ensure air time for all
Overall Results
Participants report:
more positive attitudesnew insights informed practices institutional change
TLA and Beyond
Teaching-Learning Academy
“Students as Co-Inquirers” Interest
Group in the International Society for
the Scholarship of Teaching and Learning
(ISSOTL)
A.S. Board
Teaching &Learning
Leadership Cooperativ
e
WWU & Bellingha
m community partners
Sample Change Initiatives
2002: White paper on GURs 2003: Ethical education practices, fac. seminar on
ethics 2004: Stories of hope, “Good Stories for Good
Learning” project 2005: Sustaining practices, Sustain. Literacy 2006: Online dialogue forum (VV) 2007: Evaluating teaching recommendations 2008: Mentoring, Expanding Info Fair, Interactive
spaces recommendations, Rejuvenation practices 2009: Reflective Garden, Common Interest Groups,
Campus Commons, Reflective teaching practices
2010-2011 BIG Question
Developing a BIG question together~
So what’s on your mind?
What if we envisioned the most creative WWU we can imagine - one that fosters intellectual risk taking, life-long learning, and preparing graduates for a changing world?
What would this creative university look like if we took advantage of existing structures that already work this way and (re)invented new ones?
Creating a Learning Commons Recommendations
1. Provide ample gathering and interactive spaces.
2. Be an information hub and central learning center.
3. Offer spaces for creative expression, wellness, and stress relief.
Creating a Learning Commons Recommendations
4. Create an inviting, aesthetically pleasing physical environment.
5. Sponsor regular learning events in the Commons.
6. Develop a virtual component of the Learning Commons.
See “Learning Commons Recommendations”
Learning Commons - Action
March 16 –
Recommendations to the Library’s Learning Commons Task Force
Under consideration for short- and long-term planning
Improving the GURsRecommendations
1. Clearer and ongoing communication about the purpose of the GURs.
2. More guidance in selecting and navigating GURs.
3. More coherency and relevancy in GUR curriculum
4. Enhanced development opportunities for faculty teaching the GURs
5. Expanded access to GURs. See “Improving the GURs”
GURs - Action
31 March –
Recommendations to the Committee on Undergraduate Education (CUE) responsible for GURs
TLA recommendations now the basis for CUE spring enhancing the GURs agenda
Other Recommendations
1. For Stress Relief:
2. For Aesthetic Pleasure
3. For Community Building
See “Creativity – Other Recommendations”
This We Believe About Creativity
i s contagious, healing, intrinsically rewarding, powerful, playful, personal, quantum, demanding, changing, limitless, indefinable, disobedient, committed, fickle, vital, fun, E=MC^2. the lens with which we view and shape,. the journey and the destination within myself, absolutely necessary for now and the future, and the gift of every person.
needs nurturing, trust, respect, time, the courage to explore, grow, change, and the chace to make mistakes
flourishes when people consciously build environments that nurture imagination and develonp connection, collaboration and teamwork.
arises without words, continues with inspiration and nourishes ourselves and our community.
belongs to everyone
This We Believe About Creativityfosters collaboration, feeds the soul, inspires agency, transforms,
facilitates life, enhances technology prospers in a culture of curiosity with multiple paths honoring the moments in between.
Ioffers infinite possibilities. hurts the head.
has no limits. Can be cultivated. Springs from variety. Can take many forms.
finds its roots in passion..flourishes with openness , enthusiasm and motion! Happens when we
DARE to take risks, be silly.
Makes learning deeper, wider, and longer-lasting.
Spring Activities
Video to document work http://education.ted.com/
Dialogue to advance proposals
Creative expression activities