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Leading Change as Change Agent, relatrice Laura Bierema, University of Georgia,
Leading as a change agent is challenging and the work is often undervalued, unrecognized and may even be met with resistance. Even the most enthusiastic change agents may lack the capacity to sell the work they are doing to colleagues and administrators. This active workshop will engage faculty with strategies and community building around how to both survive and thrive as a change agent. Opportunities for networking and providing support to faculty who are challenging their colleagues, administrators, and students to teach and learn actively will be featured in this workshop.
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A Process for Implementing Change Successfully, 27 maggio 2019, ore 10
Sala Canova a Palazzo Storione
Workshop tenuto dalla prof.ssa Maryellen Weimer, Ph.D, della Penn State University
rivolto esclusivamente ai Change Agent di Ateneo
By Maryellen Weimer, Ph.D.
“One day at the driving range, I was demonstrating my swing while remarking, ‘Practice makes perfect.’ [My golf instructor’s] disarming response was, ‘Only if you begin with a good swing. My advice to you is to either stop practicing or change your swing.’ In teaching, as in golf, repeating poor teaching mechanics can actually move us away from, not closer to, our performance objective of effective student learning.”
Whetten, D. A. “Principles of Effective Course Design: What I Wish I Had Known About Learner-Centered Teaching 30 Years Ago.” Journal of Management Education, 2007, 31 (3), 339-357.
Orienting to Change
Improvement is not a dirty word
Fixing problems and building strengths
Think about more and better learning for students
Teaching excellence is a journey not a quest
Making Good Change Choices
More head and less gut choices when deciding what to change
Consider fit
Taking some risks
How to Change: Adapting and Implementing
Making it work when I do it, with my content, my students and in my classroom
The systematic approach vs. the Nike “just do it” approach
Deciding: Did it Work?
The worst time to decide
What teachers should decide
Soliciting and responding to student feedback
Deciding: Should I do it More?
The iterative process of change
When to abandon an innovation
When to diffuse the innovation more broadly
Deciding when I’ve done it too long
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Sala Canova a Palazzo Storione
Workshop tenuto dalla prof.ssa Maryellen Weimer, Ph.D, della Penn State University
rivolto esclusivamente ai Change Agent di Ateneo
By Maryellen Weimer, Ph.D.
“One day at the driving range, I was demonstrating my swing while remarking, ‘Practice makes perfect.’ [My golf instructor’s] disarming response was, ‘Only if you begin with a good swing. My advice to you is to either stop practicing or change your swing.’ In teaching, as in golf, repeating poor teaching mechanics can actually move us away from, not closer to, our performance objective of effective student learning.”
Whetten, D. A. “Principles of Effective Course Design: What I Wish I Had Known About Learner-Centered Teaching 30 Years Ago.” Journal of Management Education, 2007, 31 (3), 339-357.
Orienting to Change
Improvement is not a dirty word
Fixing problems and building strengths
Think about more and better learning for students
Teaching excellence is a journey not a quest
Making Good Change Choices
More head and less gut choices when deciding what to change
Consider fit
Taking some risks
How to Change: Adapting and Implementing
Making it work when I do it, with my content, my students and in my classroom
The systematic approach vs. the Nike “just do it” approach
Deciding: Did it Work?
The worst time to decide
What teachers should decide
Soliciting and responding to student feedback
Deciding: Should I do it More?
The iterative process of change
When to abandon an innovation
When to diffuse the innovation more broadly
Deciding when I’ve done it too long
Content from Maryellen Weimer’s, Inspired College Teaching: A Career-Long Resource for Professional Growth , published by Jossey-Bass, 2010.
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A Process for Implementing Change Successfully, 27 maggio 2019, ore 10
Sala Canova a Palazzo Storione
Workshop tenuto dalla prof.ssa Maryellen Weimer, Ph.D, della Penn State University
rivolto esclusivamente ai Change Agent di Ateneo
By Maryellen Weimer, Ph.D.
“One day at the driving range, I was demonstrating my swing while remarking, ‘Practice makes perfect.’ [My golf instructor’s] disarming response was, ‘Only if you begin with a good swing. My advice to you is to either stop practicing or change your swing.’ In teaching, as in golf, repeating poor teaching mechanics can actually move us away from, not closer to, our performance objective of effective student learning.”
Whetten, D. A. “Principles of Effective Course Design: What I Wish I Had Known About Learner-Centered Teaching 30 Years Ago.” Journal of Management Education, 2007, 31 (3), 339-357.
Orienting to Change
Improvement is not a dirty word
Fixing problems and building strengths
Think about more and better learning for students
Teaching excellence is a journey not a quest
Making Good Change Choices
More head and less gut choices when deciding what to change
Consider fit
Taking some risks
How to Change: Adapting and Implementing
Making it work when I do it, with my content, my students and in my classroom
The systematic approach vs. the Nike “just do it” approach
Deciding: Did it Work?
The worst time to decide
What teachers should decide
Soliciting and responding to student feedback
Deciding: Should I do it More?
The iterative process of change
When to abandon an innovation
When to diffuse the innovation more broadly
Deciding when I’ve done it too long
Content from Maryellen Weimer’s, Inspired College Teaching: A Career-Long Resource for Professional Growth , published by Jossey-Bass, 2010.
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Sala Canova a Palazzo Storione
Workshop tenuto dalla prof.ssa Maryellen Weimer, Ph.D, della Penn State University
rivolto esclusivamente ai Change Agent di Ateneo
By Maryellen Weimer, Ph.D.
“One day at the driving range, I was demonstrating my swing while remarking, ‘Practice makes perfect.’ [My golf instructor’s] disarming response was, ‘Only if you begin with a good swing. My advice to you is to either stop practicing or change your swing.’ In teaching, as in golf, repeating poor teaching mechanics can actually move us away from, not closer to, our performance objective of effective student learning.”
Whetten, D. A. “Principles of Effective Course Design: What I Wish I Had Known About Learner-Centered Teaching 30 Years Ago.” Journal of Management Education, 2007, 31 (3), 339-357.
Orienting to Change
Improvement is not a dirty word
Fixing problems and building strengths
Think about more and better learning for students
Teaching excellence is a journey not a quest
Making Good Change Choices
More head and less gut choices when deciding what to change
Consider fit
Taking some risks
How to Change: Adapting and Implementing
Making it work when I do it, with my content, my students and in my classroom
The systematic approach vs. the Nike “just do it” approach
Deciding: Did it Work?
The worst time to decide
What teachers should decide
Soliciting and responding to student feedback
Deciding: Should I do it More?
The iterative process of change
When to abandon an innovation
When to diffuse the innovation more broadly
Deciding when I’ve done it too long
Content from Maryellen Weimer’s, Inspired College Teaching: A Career-Long Resource for Professional Growth , published by Jossey-Bass, 2010.
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Leading Change as Change Agent, relatrice Laura Bierema, University of Georgia,
Leading as a change agent is challenging and the work is often undervalued, unrecognized and may even be met with resistance. Even the most enthusiastic change agents may lack the capacity to sell the work they are doing to colleagues and administrators. This active workshop will engage faculty with strategies and community building around how to both survive and thrive as a change agent. Opportunities for networking and providing support to faculty who are challenging their colleagues, administrators, and students to teach and learn actively will be featured in this workshop.
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A Process for Implementing Change Successfully, 27 maggio 2019, ore 10
Sala Canova a Palazzo Storione
Workshop tenuto dalla prof.ssa Maryellen Weimer, Ph.D, della Penn State University
rivolto esclusivamente ai Change Agent di Ateneo
By Maryellen Weimer, Ph.D.
“One day at the driving range, I was demonstrating my swing while remarking, ‘Practice makes perfect.’ [My golf instructor’s] disarming response was, ‘Only if you begin with a good swing. My advice to you is to either stop practicing or change your swing.’ In teaching, as in golf, repeating poor teaching mechanics can actually move us away from, not closer to, our performance objective of effective student learning.”
Whetten, D. A. “Principles of Effective Course Design: What I Wish I Had Known About Learner-Centered Teaching 30 Years Ago.” Journal of Management Education, 2007, 31 (3), 339-357.
Orienting to Change
Improvement is not a dirty word
Fixing problems and building strengths
Think about more and better learning for students
Teaching excellence is a journey not a quest
Making Good Change Choices
More head and less gut choices when deciding what to change
Consider fit
Taking some risks
How to Change: Adapting and Implementing
Making it work when I do it, with my content, my students and in my classroom
The systematic approach vs. the Nike “just do it” approach
Deciding: Did it Work?
The worst time to decide
What teachers should decide
Soliciting and responding to student feedback
Deciding: Should I do it More?
The iterative process of change
When to abandon an innovation
When to diffuse the innovation more broadly
Deciding when I’ve done it too long
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Sala Canova a Palazzo Storione
Workshop tenuto dalla prof.ssa Maryellen Weimer, Ph.D, della Penn State University
rivolto esclusivamente ai Change Agent di Ateneo
By Maryellen Weimer, Ph.D.
“One day at the driving range, I was demonstrating my swing while remarking, ‘Practice makes perfect.’ [My golf instructor’s] disarming response was, ‘Only if you begin with a good swing. My advice to you is to either stop practicing or change your swing.’ In teaching, as in golf, repeating poor teaching mechanics can actually move us away from, not closer to, our performance objective of effective student learning.”
Whetten, D. A. “Principles of Effective Course Design: What I Wish I Had Known About Learner-Centered Teaching 30 Years Ago.” Journal of Management Education, 2007, 31 (3), 339-357.
Orienting to Change
Improvement is not a dirty word
Fixing problems and building strengths
Think about more and better learning for students
Teaching excellence is a journey not a quest
Making Good Change Choices
More head and less gut choices when deciding what to change
Consider fit
Taking some risks
How to Change: Adapting and Implementing
Making it work when I do it, with my content, my students and in my classroom
The systematic approach vs. the Nike “just do it” approach
Deciding: Did it Work?
The worst time to decide
What teachers should decide
Soliciting and responding to student feedback
Deciding: Should I do it More?
The iterative process of change
When to abandon an innovation
When to diffuse the innovation more broadly
Deciding when I’ve done it too long
Content from Maryellen Weimer’s, Inspired College Teaching: A Career-Long Resource for Professional Growth , published by Jossey-Bass, 2010.
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Leading Change as Change Agent, relatrice Laura Bierema, University of Georgia,
Leading as a change agent is challenging and the work is often undervalued, unrecognized and may even be met with resistance. Even the most enthusiastic change agents may lack the capacity to sell the work they are doing to colleagues and administrators. This active workshop will engage faculty with strategies and community building around how to both survive and thrive as a change agent. Opportunities for networking and providing support to faculty who are challenging their colleagues, administrators, and students to teach and learn actively will be featured in this workshop.
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Leading as a change agent is challenging and the work is often undervalued, unrecognized and may even be met with resistance. Even the most enthusiastic change agents may lack the capacity to sell the work they are doing to colleagues and administrators. This active workshop will engage faculty with strategies and community building around how to both survive and thrive as a change agent. Opportunities for networking and providing support to faculty who are challenging their colleagues, administrators, and students to teach and learn actively will be featured in this workshop.
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A Process for Implementing Change Successfully, 27 maggio 2019, ore 10
Sala Canova a Palazzo Storione
Workshop tenuto dalla prof.ssa Maryellen Weimer, Ph.D, della Penn State University
rivolto esclusivamente ai Change Agent di Ateneo
By Maryellen Weimer, Ph.D.
“One day at the driving range, I was demonstrating my swing while remarking, ‘Practice makes perfect.’ [My golf instructor’s] disarming response was, ‘Only if you begin with a good swing. My advice to you is to either stop practicing or change your swing.’ In teaching, as in golf, repeating poor teaching mechanics can actually move us away from, not closer to, our performance objective of effective student learning.”
Whetten, D. A. “Principles of Effective Course Design: What I Wish I Had Known About Learner-Centered Teaching 30 Years Ago.” Journal of Management Education, 2007, 31 (3), 339-357.
Orienting to Change
Improvement is not a dirty word
Fixing problems and building strengths
Think about more and better learning for students
Teaching excellence is a journey not a quest
Making Good Change Choices
More head and less gut choices when deciding what to change
Consider fit
Taking some risks
How to Change: Adapting and Implementing
Making it work when I do it, with my content, my students and in my classroom
The systematic approach vs. the Nike “just do it” approach
Deciding: Did it Work?
The worst time to decide
What teachers should decide
Soliciting and responding to student feedback
Deciding: Should I do it More?
The iterative process of change
When to abandon an innovation
When to diffuse the innovation more broadly
Deciding when I’ve done it too long
Content from Maryellen Weimer’s, Inspired College Teaching: A Career-Long Resource for Professional Growth , published by Jossey-Bass, 2010.
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A Process for Implementing Change Successfully, 27 maggio 2019, ore 10
Sala Canova a Palazzo Storione
Workshop tenuto dalla prof.ssa Maryellen Weimer, Ph.D, della Penn State University
rivolto esclusivamente ai Change Agent di Ateneo
By Maryellen Weimer, Ph.D.
“One day at the driving range, I was demonstrating my swing while remarking, ‘Practice makes perfect.’ [My golf instructor’s] disarming response was, ‘Only if you begin with a good swing. My advice to you is to either stop practicing or change your swing.’ In teaching, as in golf, repeating poor teaching mechanics can actually move us away from, not closer to, our performance objective of effective student learning.”
Whetten, D. A. “Principles of Effective Course Design: What I Wish I Had Known About Learner-Centered Teaching 30 Years Ago.” Journal of Management Education, 2007, 31 (3), 339-357.
Orienting to Change
Improvement is not a dirty word
Fixing problems and building strengths
Think about more and better learning for students
Teaching excellence is a journey not a quest
Making Good Change Choices
More head and less gut choices when deciding what to change
Consider fit
Taking some risks
How to Change: Adapting and Implementing
Making it work when I do it, with my content, my students and in my classroom
The systematic approach vs. the Nike “just do it” approach
Deciding: Did it Work?
The worst time to decide
What teachers should decide
Soliciting and responding to student feedback
Deciding: Should I do it More?
The iterative process of change
When to abandon an innovation
When to diffuse the innovation more broadly
Deciding when I’ve done it too long
Content from Maryellen Weimer’s, Inspired College Teaching: A Career-Long Resource for Professional Growth , published by Jossey-Bass, 2010.
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