Teaching Tricks to Both Old and New Dogs: The Learning Partners Model© as a Means to Stimulate Innovative, Student-centered Learning

Talley, R.C. (Ronda)
Western Kentucky University, 701 Fairway Street, 42103, Bowling Green

 

Submission type

Oral and Poster

Scheduled

Room 208, 12-07-2019, 14:00 - 15:30

Keywords

Teaching, Learning, Innovation, Transdisciplinary, Research, Process, Model, Partner, Partnership, Engagement, Creative, Student-directed, Connect, Bond, Relationships

Summary

University professors, whether newly-minted or seasoned researchers, often express a desire to learn innovative teaching techniques.  While universities are expert at graduating content-knowledgeable students, they may be less dedicated to teaching their graduates how to share content after they assume professorial roles.  This gap leaves many new professors at a loss regarding how to begin the teaching part of their academic journey. 

On the other hand, seasoned professors may find that using the same teaching techniques they used for decades becomes monotonous or boring.  To enhance the teaching experience, they seek to combine new findings from teaching/learning research into their instructional repertoire.  

The Learning Partners Model© (LPM) provides a solution for both groups of academics.

The Learning Partners Model offers an alternative means to traditional lecture-based teaching.  It is a discipline-, age-, and culturally-neutral process-oriented approach with three student-directed goals: 1) enhancing learning, 2) building relationships, and 3) promoting personal development.  The LPM was initially presented at the 2015 Brazil ISPA meeting. Since that time, it has been used successfully with over 1,000 students at three universities in four disciplines on two continents. The presentation will provide information on how the LPM is used, research results, and adoption guidelines for teachers at all academic levels and in all disciplines, world-wide.       

Auteurs