Teaching-Learning Academy

Teaching-Learning Academy

Publishing and Charting Our Accomplishments

One of the themes that reoccurred over and over in the students’ surveys was they felt that as an individual accomplishment, they were able to not only find their voice, but use their voice, and come to realize that their voice, as a student, is really important in the learning community.

Students, faculty, staff and administrators, all felt that they were able to learn more about themselves, the other groups, as well as the university. Learning new things, and reaching greater understandings about how our campus community works is a very good accomplishment.

As a group, TLA members felt that we have accomplished a lot in terms of the GenEd reforms. We feel that we put a lot of work into studying and discussing the issues brought up by the GenEd Task Force, and we made our thoughts and recommendations known to both the Task Force and the ACC. Our suggestions and ideas were quoted many times in the GETF’s final proposal to ACC, and many members felt a sense of accomplishment upon reading them. But all of the members recognize that there is still much more work left to be done in the GenEd reform, and we look forward to accomplishing more in that arena next year.

In terms of small, doable acts, many TLA members feel that we accomplished creating the groundwork by brainstorming and identifying many key areas where we feel action is necessary, and creating plans of action (although in terms of implementing and/or completing the small, doable acts, many members feel less accomplished). All of the members feel strongly that they wish to see our groundwork built upon next quarter, as we work to further our doable acts. Some of the small doable acts that members hope to take further next year include making more presentations to department faculty meetings; developing more interactive spaces; holding campus-wide forums on GenEd/help to generate more conversation and involvement in the GenEd process in more groups on campus; planning and implementing a peer mentoring program; and continue to increase our group membership.

Many members also feel that, as a group, the TLA has created a space on campus where the diverse voices of students, faculty, staff and administrators can all come together to discuss important issues related to the scholarship of teaching and learning. This space has helped to deconstruct the institutional hierarchy, and helped us to develop a common language with which to speak. The space the TLA has created and sustained this year is unlike any other space on campus, (and it’s even unique in the nation, as we’ve been recognized as a cluster leader by the Carnegie Foundation, and the AAHE for our accomplishments in Collaboration for the Scholarship of Teaching and Learning, especially for sustaining the student voice).