{"id":6751,"date":"2023-03-20T08:00:30","date_gmt":"2023-03-20T13:00:30","guid":{"rendered":"https:\/\/ele.local\/?p=6751"},"modified":"2023-03-20T09:07:29","modified_gmt":"2023-03-20T14:07:29","slug":"new-report-sheds-light-on-how-colleges-can-leverage-professional-learning-in-advancing-equity-focused-change","status":"publish","type":"post","link":"https:\/\/www.everylearnereverywhere.org\/es\/blog\/new-report-sheds-light-on-how-colleges-can-leverage-professional-learning-in-advancing-equity-focused-change\/","title":{"rendered":"New Report Sheds Light on How Colleges Can Leverage Professional Learning in Advancing Equity-focused Change"},"content":{"rendered":"

While research demonstrates the effectiveness of professional learning in advancing equity-focused change in higher education, there is still much to learn about what it looks like in practice. A recent report, Teaching, Learning, Equity, and Change: Realizing the Promise of Professional Learning<\/a> from Achieving the Dream (ATD), the Online Learning Consortium (OLC), and Every Learner Everywhere\u00ae, seeks to shed light on the state of professional learning, particularly in community colleges, minority-serving institutions, and other broad-access colleges and universities.<\/p>\n

The report\u2019s lead author, Bret Eynon, is Strategic Teaching and Learning Coach at Achieving the Dream and former Associate Provost and Associate Vice President for Academic Affairs at LaGuardia Community College, and says he and his co-authors hope the report will address an understudied area for these institutions.<\/p>\n

\u201cThere is a real gap to be filled in the research on professional learning in schools serving racially minoritized and poverty-affected students, says Eynon. \u201cAs a field, we need to better understand these crucial institutions and help them more strategically leverage professional learning.\u201d<\/p>\n

\u201cWe set out to gather a mix of quantitative survey data and qualitative interviews to get a broad picture of the field,\u201d he explains. \u201cWe interviewed leaders of exemplary CTLs [Centers for Teaching and Learning] to understand what made these centers so effective.\u201d<\/p>\n

\u201cTeaching, Learning, Equity, and Change: Realizing the Promise of Professional Learning\u201d outlines key findings and recommendations for leaders in professional development, for institutions, and for ecosystem partners advancing equity-focused change. Most notably, the level of interest in professional development for faculty and co-curricular educators is not matched by investment or consistent high-impact institutional practices.<\/p>\n

Many of the report\u2019s recommendations center on sustainability, assessment, and strategic planning. The body of the report explores specific methods, such as co-constructed professional learning and faculty learning communities.<\/p>\n

Related reading \u2014 The MSI Isn\u2019t a Monolith. Defining 6 Kinds of Minority-Serving Institutions<\/a><\/em><\/p>\n

Aligning professional learning and institutional strategy<\/h2>\n

\u201cTeaching, Learning, Equity, and Change\u201d finds that institutions with highly effective CTLs explicitly include professional learning in their strategic planning and resource allocation processes.<\/p>\n

\u201cOur report and previous literature have found that effective professional learning programs are shaped not only by the way the programs are run but also by the support of the institution,\u201d says Jon Iuzzini, a co-author of the report and ATD\u2019s Director of Teaching & Learning. \u201cIf an institution has an effective professional learning design but isn’t supporting professional learning, it is less likely to be successful.\u201d<\/p>\n

As an example of a possible lack of alignment, Iuzzini points to stipends; they are a useful tool but on their own aren\u2019t a sign that professional development is an integral part of an institution\u2019s focus, policies, practices, and larger culture. That requires \u201cmaking sure instructors who engage in professional learning are recognized in the reward structure; through annual evaluations, promotion, and tenure processes.\u201d<\/p>\n

Respecting adjunct presence and perspective<\/h2>\n

The report\u2019s findings suggest that many institutions struggle to engage adjunct instructors in meaningful professional learning opportunities. Spotlighting institutions with exemplary professional learning programs, they outline ways to design programs that address the needs of part-time faculty.<\/p>\n

\u201cAdjunct faculty teach a huge proportion of students, especially in entry-level courses,\u201d says Nicole Weber, a co-author of the report and consultant to OLC. \u201cIt is critical that adjunct voices are heard and part of professional learning conversations so that their teaching can be thoughtful and powerful.\u201d<\/p>\n

Valuing sustained learning communities<\/h2>\n

The survey data reveals that \u201cone shot\u201d workshops are still the most common professional learning structure, even though current research has shown them to be largely ineffective. \u201cEducators need time to change their practice to aid student success,\u201d says Eynon. \u201cIn most cases, workshops can\u2019t offer the kind of support that\u00a0 educators need.\u201d<\/p>\n

Instead, the report found that exemplary CTLs tend to offer sustained professional development with opportunities to learn with peers, apply ideas in the classroom, and reflect on those practices. Those approaches result in better learning outcomes than standalone workshops.<\/p>\n

The report profiles institutions with effective professional learning strategies, including Wilkes Community College and Valencia College, which are noted for how they sustain faculty learning communities.<\/p>\n

\u201cThese colleges are jewels in terms of the variety of faculty learning communities they are running,\u201d says H. Ray Keith, a co-author of the report and an Associate Director of Teaching & Learning at ATD. \u201cTheir programs have a big impact because they create opportunities for faculty to learn about a new tool or strategy, try it out, come back, and share their experiences in reflective conversations.\u201d<\/p>\n

\u200b\u200bThe survey data shows that professional learning leaders are eager for collaborative partnerships. Based on the data, the report recommends that funders and other \u201cecosystem partners\u201d invest in professional learning and spread awareness of evidence-based resources.<\/p>\nDownload Teaching, Learning, Equity, and Change: Realizing the Promise of Professional Learning<\/a>\n","protected":false},"excerpt":{"rendered":"

While research demonstrates the effectiveness of professional learning in advancing equity-focused change in higher education, there is still much to learn about what it looks like in practice. 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