Redesigning pedagogy in post-conflict higher education: A learner-centered faculty development model

• In Event: Bridging divides: Building educational leadership and faculty & staff capacity for learner-centered higher education in a post-conflict society

Proposal

Faculty at the American University of Iraq – Baghdad (AUIB), a newly established institution, face challenges in designing and delivering learner-centered instruction. The traditional teacher-centered model, where the instructor is the sole transmitter of knowledge, has been the predominant approach in Iraqi higher education (Al-Husseini & Elbeltagi, 2018; Al-Azawei, et al., 2016). Transitioning to a learner-centered paradigm, where students actively construct their own understanding through collaborative and interactive activities, requires a significant shift in mindset and instructional practices for many faculty members (Bartels & Vierbuchen, 2022; UNESCO, 2011). Developing the necessary skills and dispositions to foster such learner-centered environments is crucial for improving the quality of education at AUIB and, ultimately, throughout the Iraqi higher education system (Milton & Barakat, 2018).

To guide the faculty development efforts, our partnership employed two key frameworks: the How People Learn (HPL) framework and the Ambitious Teaching and Learning (ATL) framework. The HPL framework (National Academies of Sciences, 2018) integrates research on effective classroom teaching and learning through a social constructivist lens. It emphasizes four dimensions of successful learning environments: learner-centered, knowledge-centered, assessment-centered, and community-centered. The ATL framework provides a structured approach to examining classroom activities through four lenses: tasks, tools, talk, and participant structures (Cobb et al., 2013; Neal et al, forthcoming; Horn & Garner, 2022; Pham, Matthews, & Cravens, 2022; Stroupe, 2016). This framework encourages a focus on student needs, sociocultural relevance, and equitable instructional strategies, beyond solely covering content knowledge.

Started in April 2025, these two frameworks were used to design a series of faculty development workshops that were open to all AUIB faculty, involving approximately 20 instructors from different colleges. The workshops combined online and in-person sessions, allowing for both synchronous and asynchronous learning opportunities. The impact of the project is being assessed through a combination of workshop observations, follow-up surveys, and selective interviews.

We explore how faculty development workshops leverage the HPL and ATL frameworks to foster faculty interest in improving their instructional practices, incorporating more student-centered and research-informed approaches. We also seek ways to foster a sense of leadership and collaboration among the AUIB faculty, as they advocating for professional learning and engaging in cross-institutional dialogues with their peers.

We acknowledge that ongoing evaluation and refinement of the faculty development program could lead to further improvements. Incorporating more opportunities for peer-to-peer learning, including additional in-person sessions, and expanding the reach of the workshops to a larger pool of faculty members could potentially enhance the program's impact.

Our faculty development efforts through international partnership aims to lay the foundation for a strong and research-oriented educator workforce in Iraq, ultimately contributing to the improvement of the country's higher education system. This applied research study highlights the potential of learner-centered frameworks, such as HPL and ATL, to guide faculty development initiatives in higher education, particularly in contexts facing significant challenges due to the instability and conflict, where students often struggle with the psychological impacts of war and trauma, which can hinder their academic performance and overall well-being.

Authors

• Kristen Tompkins, Peabody College (Vanderbilt University)

• Xiu Cravens, Vanderbilt University

• Robert Oliver Martin, American University Iraq, Baghdad