Faculty Cohort on Teaching and Learning at WVU Tech.

Authors

  • Angela McCaskill West Virginia University Institute of Technology
  • Yogen Panta West Virginia University Institute of Technology
  • Kenan Hatipoglu West Virginia University Institute of Technology
  • Sanish Rai West Virginia University Institute of Technology

DOI:

https://doi.org/10.55632/pwvas.v91i1.535

Keywords:

Education, Teaching, Classroom Instruction Techniques

Abstract

Teacher Effectiveness is an elusive concept to define when we consider the complex task of teaching and the multitude of contexts in which teachers work.  When discussing the qualities of effective teachers and the effective teaching practices to employ, there is little consensus on what they are or how we can measure them.  Teacher effectiveness has been defined as behavior that results in increased student learning (Seidel & Shavelson, 2007).  In fact, there is considerable debate as to whether we should judge teacher effectiveness based on teacher inputs (e.g., qualifications), the teaching process (e.g., instructional practices), the product of teaching (e.g., effects on student learning), or a composite of these elements (Strong, Ward, & Grant, 2011). We are working on various teaching practices employed through our faculty cohort at WVU Tech across several disciplines. Two years ago, WVU Tech faculty cohort was formed that comprised of ten faculty who felt a need of effective teaching techniques for better learning environment in their classrooms.  With a continuous support from WVU-TLC, Tech faculty cohort is a very dynamic and collaborative forum that implements various ACUE modules in the classroom.  We share our personal experiences discuss and learn from each other that brings faculty together to explore innovative approaches to boost teaching and learning process. We have monthly cohort meetings during the academic year that are specifically focused on some specific teaching modules implemented by cohort participants. Through this paper, we will summarize our cohort experiences to the academic community.

Author Biographies

Angela McCaskill, West Virginia University Institute of Technology

Assistant professor of accounting

College of Buisiness and Humanities

Yogen Panta, West Virginia University Institute of Technology

Dept of Mechanical Engineering

Kenan Hatipoglu, West Virginia University Institute of Technology

Dept of Electrical and Computer Engineering

Sanish Rai, West Virginia University Institute of Technology

Dept of Computer Science and Information Systems

References

Strong, J., Ward, T., Grant, L. (2011) What makes good teachers good? A cross-case analysis of the connection between teacher effectiveness and student achievement. Journal of Teacher Education, 62(4), pp. 339-355 https://doi.10.1177/0022487111404241

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Published

2019-03-20

How to Cite

McCaskill, A., Panta, Y., Hatipoglu, K., & Rai, S. (2019). Faculty Cohort on Teaching and Learning at WVU Tech. Proceedings of the West Virginia Academy of Science, 91(1). https://doi.org/10.55632/pwvas.v91i1.535

Issue

Section

Meeting Abstracts-Oral