Throughout the year, UM-Flint’s Thompson Center for Learning and Teaching (TCLT) acknowledges and advances excellence in teaching throughout campus. This spring they put a spotlight on that excellence with their annual Celebration of Teaching. The event marks the end of another academic year while fostering conversation and connections between faculty throughout the university.
The 2016 event opened with a welcome by Tracy Wacker, director of the TCLT. She applauded the gathered faculty for the ways in which they are advancing teaching at the university.
The keynote address was given by Dr. Tom Wrobel of Psychology on the theme of the “Multiple Identities of a Teacher.” He talked about all of the facets of a teacher’s soul: a journeyman to the student apprentice, exposing them to the richness of each discipline; a salesperson, selling each area of study to students; an actor, putting on an excited face for the explanation given dozens of time before—remembering that the content is fresh for each batch of students; a lens, encouraging students “not just to see, but to see through”; and in some ways a parent.
He closed by noting that students also affect each faculty member’s identity, for “in trying to become a better teacher, you can’t help but become a better person.”
Learning from Peers
A faculty panel, made up of individuals from the College of Arts & Sciences (CAS), School of Education and Human Services (SEHS), and School of Health Professions and Studies (SHPS), spoke on “Advancing Teaching Excellence at UM-Flint.” Members included Scott Caddy of English, Jessica Camp of Social Work, Seung-Jin Lee of Engineering and Earth and Resource Science, Shelby Newport of Theatre & Dance, Joyce Piert of Mathematics, and Amy Yorke of Physical Therapy.
Newport and Yorke opened the discussion together, talking about their experiences with peer observation.
They discussed the unexpected ways in which their disparate disciplines, theater and physical therapy, gave surprising insight into each other’s teaching spaces and methods.
For example, Newport offered feedback on use of space that reflected her experiences with staging plays. From that, Yorke learned to stage her students and classrooms for more effective communication.
Yorke, while giving a lesson on touch in her physical therapy course, inspired Newport to think about the ways in which she talks to students about applying stage makeup. For both, a softness of touch was needed to convey expertise and confidence.
Both were surprised by the amount of common ground they found in observing each other’s teaching methods and disciplines. Newport said she loved finding “connections from unlike sources,” and Yorke added, “as teachers, we have so much in common.”
Seung-Jin Lee spoke on his experience of being brought to campus to “bridge the gap between environment and engineering.” To do so, he has established a course that will help engineering students think about sustainability, “not just performance, but the consequences of design.”
His goal with the course is to help his students not only make products that have a sustainable design, but also come from sustainable systems. He hopes to inspire the students to be more “aware of making the world a better place.” For example, how do you redesign a computer so that its components and the energy it uses are not negatively impacting the world in which it works?
Joyce Piert of mathematics discussed teaching circles on campus, and the ways in which they have enhanced her time in the classroom. Teaching circles bring together educators from many disciplines for conversations on their personal experiences in the professional world. She noted that, surprisingly, the sessions became a place of healing for her and others as they discussed shared moments.
Jessica Camp of social work presented on her redesign of a senior capstone course as a new faculty member, and its expected and unexpected outcomes. The new course structure allows for senior projects to be student driven and community focused. Camp noted that she wanted her students “to be able to recognize social justice issues that need to be addressed,” and then to “research and apply action.” The capstone ends with an annual event at which the students present their research projects to the community and campus.
Camp noted that having the freedom to identify and drive their own research builds important and individual skills. It “helps students identify where their passion lies and move forward in this incredibly diverse field.”
She hopes the new student-driven model will help her students stand out when entering the job field after graduation, saying “[the] industry is looking for self-sufficient and self-motivated individuals [who can] think intentionally and critically about these issues.”
Scott Caddy teaches English 111 and 112, courses required for nearly every student at the university and ones in which he learned a great deal about being a teacher. While helping his students learn that making mistakes is okay, and that it will lead to stronger writing, he found that the same is true for being an educator.
Said Caddy, “It’s important to create a space where ‘failure’ is acceptable and you find ways to evolve and change your approach.”
Caddy’s powerful message about giving yourself permission to fail resonated with the faculty in the audience. It led to intense discussion about the importance of sharing both successes and failures with peers, and utilizing campus resources like the TCLT to have such conversations and gain feedback and support.
Following the panel discussions, the Celebration of Teaching audience broke into small groups for a discussion on teaching moments. The TCLT staff prompted discussion by asking the groups to discuss the 2015-2016 academic year and the best thing that happened, the most surprising thing, and a powerful realization they had as teachers.
After the groups had come back together and shared their findings, Scott Johnson, Dean of the School of Management, noted the small groups’ findings shared “the common theme of self-awareness, learning as a person, and being honest that you have vulnerabilities.” He added, “it’s a really special thing to be a teacher, but this applies to all walks of life.”
For more information on the Thompson Center for Learning and Teaching, and the ways in which they work to advance educators at UM-Flint, visit their website: umflint.edu/TCLT.
- College of Arts & Sciences
- College of Health Sciences
- Earth and Resource Science
- Physical Therapy
- School of Education & Human Services
- Social Work
- Theatre & Dance