User:Nathaliez2/sandbox


 * I am creating a first draft of the wiki I wish to edit Nathaliez2 (talk) 17:18, 30 October 2019 (UTC)
 * Teaching and Learning Centers, and the professional field of faculty development, can trace its origins to the establishment of the first center for teaching at University of Michigan in 1962. The Center for Research in Teaching and Learning was formed and shaped by shifts in social and economic trends, reactions to a preceding emphasis on faculty scholarship, increased student activism in the 1960s and the curriculum evolutions that resulted . Enrollment in post-secondary education swelled after the second world war giving access to new students from diverse socio-economic ranks. As the decades progressed, these new students voiced their disillusionment with the social and political happenings of the time, as well as the traditional curricular offerings and interactions with university personnel . A push to include the voices of marginalized populations, activism expressed in “teach-ins,” and a cultural shift away from an impersonal and functional relationship between faculty and students became the ge nesis of this new focus on educational development and centers that could house this new professional suppo rt.
 * The Clinic to Improve University Teaching and the POD Network
 * Though most teaching and learning centers were established on university campuses between 1990 and 2010, early efforts to improve teaching at universities and disseminate best practices found root in University of Massachusetts Amherst’s Clinic to Improve University Teaching. The five-year clinic approach was outlined originally in Michael A. Melnick's 1972 doctoral dissertation titled "the Development and Analysis of a Clinic to Improve University Teaching."  Championed by Dwight Allen, dean of the U Mass Amherst's school of education, and subsequently funded by a Kellogg grant, and formalized in the 1975 publication, A Handbook for Faculty Development, by William H. Bergquist and Steven R. Phillips.  The clinic approach was disseminated via publications, a 16mm film, and by clinic staff involvement in Professional and Organizational Development Network (established in 1976) . These teaching interventions included micro-teaching, faculty and developer confidential consultations, classroom observations and video self-assessments became the standard practices promoted by the POD Network, and remain today as standard operating practice in modern teaching and learning centers.