Launching or Revitalizing a Teaching Center: Principles and Portraits of Practice

Abstract

Some teaching centers flounder while others flourish. This paper provides concrete suggestions for launching or revitalizing a teaching center, drawn from the experiences of these authors and from principles in the literature. Two center directors worked to apply the principles in the literature to their newly launched or revitalized centers. One of the authors (Tara) was placed in charge of a floundering center. Dramatic changes transformed it from a forgotten to a flourishing center. The other author (Susan) launched a new center, which is well on its way to playing a central role in university life. A small body of literature outlines principles for buildng and sustaining a successful teaching center. Certainly, to successfully launch or revitalize a center, directors and other staff must consider these principles. In some cases, however, even thoughtful consideration of these principles can still leave a director with a murky sense of where to begin. It is not always clear how best to make the principles concrete for a specific campus. In these cases, specific information or examples (e.g., about funding) are needed. This paper is designed to provide examples of how to apply principles of good practice by describing how the two authors applied the principles to their centers. What are the principles put forth in the literature? Organize the center's work around clearly defined goals and situate the center's work appropriately in the institutional context (Ambrose, 1995; Diamond, 1984; Fideler & Sorcinelli, 1992; Nemko & Simpson, 1991; Nyquist, 1986; Sorcinelli, 2002). Acquire the resources necessary to make faculty development possible (Sorcinelli). Then, using the available resources, start slowly and lead with strengths (Ambrose; Sorcinelli) . Offering a few high-quality programs allows a new center to establish the value of its work from the start. Create buy-in from faculty and key university personnel (Ambrose; Diamond; Fideler & Sorcinelli; Nemko & Simpson; Sorcinelli). This builds credibility and predisposes faculty to participate in programs that the center offers. Build collegiality and community (Fideler & Sorcinelli; Gray & Conway, 2007; Nemko «Sc Simpson; Sorcinelli) because connecting with others reduces isolation and provides opportunities for faculty to share ideas. Plan and conduct substantive assessment of the center's work (Diamond; Nyquist; Sorcinelli). Good assessment will allow the center to communicate its successes to the larger campus community and to respond to changing institutional needs. In addition to these principles in the literature, we add one to the list. Specifically, develop a professional network beyond your home institution. Not only does such a network provide your center with new ideas, but relationships with other faculty developers will allow you to call on colleagues for support when it is needed in your work. The authors of the paper are two center directors who have successfully built or rebuilt teaching centers at midsized universities, using these principles as a guide. Since 2003, Tara has directed the Teaching Academy at New Mexico State University (NMSU). NMSU is a Carnegie research-extensive, Hispanic-serving, land grant institution with 650 full-time and 700 part-time faculty members and 17,000 students on the main Las Cruces campus. The center was founded in 1980, but by 2002 it had fallen on hard times. Our president and provost rethought the center. The center was renamed the Teaching Academy and expanded from a four- to a five-person unit when a director was hired. Dramatic changes transformed it from a forgotten to a flourishing center. Almost overnight, the Teaching Academy began offering five times as many events annually, which generated nine times the level of participation. Each year, the Teaching Academy provides 10,000 hours of training to 1,000 participants. The mean level of participation is 10 hours and 50% of NMSU faculty members attend at least one event annually. …