Connecting Faculty Conceptions of Teaching, Academic Learning, and Assessment With Implicit Theories of Intelligence

• In Event: 32.083 - Roundtable Session 12
  In Roundtable Session: 32.083-15 - Changing Conceptions of Teaching and Learning

Abstract

Learning and teaching in higher education have seen an influx of funding and resources to shift the paradigm from faculty teaching to student learning, especially in science, technology, engineering, and mathematics disciplines. Many faculty development programs focus on teaching approaches and instructional practices but neglect the underlying conceptions that inform these approaches and practices and make them effective. Changing faculty conceptions of teaching can be much more challenging than developing teaching approaches and practices. This paper examines faculty conceptions of teaching in relation to conceptions of academic learning, conceptions of assessment, and implicit theories of intelligence. A case-study approach is employed to explore these constructs and their potential relationships in depth, with the goal of informing faculty professional development.

Author

• Stanley M. Lo, University of California - San Diego