Teaching Teaching is central to the mission of Le Moyne College and to the work of its faculty.  The Faculty Handbook states:  "The college encourages its faculty to develop teaching styles, consonant with current pedagogical methods and grounded in the scholarship of teaching; all such styles should respect diverse approaches to learning and facilitate each student’s intellectual, professional, and personal development" (Section IV.A.1.a.).  The following links are meant to aid the faculty in developing their teaching abilities.

Pedagogical Theories

• Ignatian Pedagogy: A comprehensive Ignatian Pedagogical Paradigm must consider the context of learning as well as the more explicitly pedagogical process. In addition, it should point to ways to encourage openness to growth even after the student has completed any individual learning cycle. Thus five steps are involved: CONTEXT; EXPERIENCE; REFLECTION; ACTION; EVALUATION.
  • A Pocket Guide to Jesuit Education (from Boston College)
  • Jesuit Education and Ignatian Pedagogy (from AJCUNet)
  • Characteristics of Jesuit Education (from SJWeb)
  • Ignation Pedagogy (from SJWeb) 
  • The Ignation Pedagogical Paradigm
  • Ignatian Pedagogy and Teaching for Social Justice
• Critical Pedagogy:  An educational theory and teaching and learning practices that are designed to raise learners' critical consciousness regarding oppressive social conditions. In addition to its focus on personal liberation through the development of critical consciousness, critical pedagogy also has a more collective political component, in that critical consciousness is positioned as the necessary first step of a larger collective political struggle to challenge and transform oppressive social conditions and to create a more egalitarian society.
  • Critical Pedagogy from Wikipedia
  • Critical Pedagogy on the Web
  • Rage and Hope, a web site discussing critical educators
  • Radical Teacher
  • Rouge Forum, dedicated to discussions on teaching and learning for a democratic society
  • Pedagogy and Theater of the Oppressed
  • Feminist Pedagogy
  • Peter McLaren's Home Page
• Experiential Learning:  In terms of learning, experiential learning can be described as a process by which the experience of the learner is reflected upon, and from this emerge new insights or learnings.
  • The Experiential Learning Cycle
  • Experiential Learning Research Library
  • Learning Styles
  • National Society for Experiential Education
  • International Consortium for Experiential Learning
  • David Kolb's Experiential Learning Site
• Integrative Learning:  Fostering students' abilities to integrate learning--over time, across courses, and between academic, personal, and community life--is one of the most important goals and challenges of higher education. The undergraduate experience is often a fragmented landscape of general education, concentration, electives, co-curricular activities, and for many students "the real world" beyond campus. An emphasis on integrative learning can help undergraduates find ways to put the pieces together and develop habits of mind that will prepare them to make informed judgments in the conduct of personal, professional, and civic life.
  •   Integrative Learning Project (Carnegie Foundation and AACU)
• Problem-Based Learning:  PBL is both a curriculum and a process. The curriculum consists of carefully selected and designed problems that demand from the learner acquisition of critical knowledge, problem solving proficiency, self-directed learning strategies, and team participation skills. The process replicates the commonly used systemic approach to resolving problems or meeting challenges that are encountered in life and career (Barrows & Kelson)
  • Introduction to Problem-Based Learning (article from the National Teaching and Learning Forum)
  • Problem-Based Learning at Samford University
  • Problem-Based Learning at the University of Delaware
• Bloom's Taxonomy:  The Taxonomy of Educational Objectives, often called Bloom's Taxonomy, is a classification of the different objectives and skills that educators set for students. The taxonomy was proposed in 1956 by Benjamin Bloom, an educational psychologist at the University of Chicago. Bloom's Taxonomy divides educational objectives into three "domains:" Affective, Psychomotor, and Cognitive. Within each domain are different levels of learning, with higher levels considered more complex and closer to complete mastery of the subject matter. A goal of Bloom's Taxonomy is to motivate educators to focus on all three domains, creating a more holistic form of education.
  • Bloom's Taxonomy fromWikipedia
  • Summary and Expansion of Bloom's Taxonomy

Course Development and Design

• Developing a Syllabus, Center for Support of Teaching and Learning (CSTL), Syracuse University
• Creating Significant Learning Experiences, Instructional Development Program, University of Oklahoma
• Course Design, Carnegie Mellon
• Planning Your Course:  A Decision Guide (BYU Faculty Center)

Teaching Strategies

• General Tools
  • Tools for Teaching, University of California-Berkeley
  • Teaching Tips Index, University of Hawaii
• Active Learning
  • Active Learning:  Creating Excitement in the Classroom, by Charles Bonwell and James Eisen (early proponents of active learning).
  • Active Learning (from University of Pittsburgh)
  • Active Learning  (pdf document that provides details of 10 active learning strategies for use in the classroom).
  • Active Learning Model, by Dee Fink
  • The Active Learning Site
• Cooperative/Collaborative Learning
  • The Learning Covenant, Fred Glennon, Le Moyne College
  • Collaborative Learning (Small Group Learning Page)
  • Collaborative Learning (University of Pittsburgh)
• Distance Learning
  • Jesuit Distance Education Network (AJCUNet)
  • Online Teaching and Learning Design (U of Wisconsin-Madison)
• Lecturing
  • Giving Effective Lectures,  Pew Faculty Teaching and Learning Center, Grand Valley State.
  • Lecture Practices: Effective Ways to Present New Information Orally to Fit Differences in Learning Style.
  • The Lecture Method, Faculty Development, University of Pittsburgh
  • Interactive Lecturing, Center for Teaching Excellence, University of Delaware.
• Self-Directed/Contract Learning
  • Self-Advocacy and Self-Directed Learning, Roger Hiemstra
  • Self-Directed Learning, Roger Hiemstra
  • Teaching Learners to Be Self-Directed,  Gerald Grow
• Service Learning
  • The Big Dummy's Guide to Service Learning
  • The National Service-Learning Clearinghouse
  • SALT, Service and Learning Together at Le Moyne College
  • The International Partnership for Service Learning and Leadership

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