I remember listening to a state-of-the-university address a number of years ago where future enrollment concerns were beginning to be aired. There was a lot of emphasis placed on recruiting students and on the role that advisors can have in helping students to map out a plan to Fly in Four. These things are essential, of course, but I pointed out at the time that a discussion of the enrollment picture is not complete without considering the crucial role of teaching for the persistence and retention of students.

In this more holistic way of looking at the enrollment picture, faculty are key players who have the power to make a real difference in retaining students and fulfilling Temple’s responsibility to provide an education that helps our beautifully diverse population of students to thrive.  And now, it seems, US News and World Report agrees. The recent change to its methodology in determining an institution’s rank – and Temple’s subsequent jump from 121st to 89th in those rankings – better recognizes schools who are successful at retaining and graduating a more diverse population of students while it removes factors such as alumni giving and high school class standing. It affirms that the true measure of success is not just who we enroll, but what happens to students once they do enroll. This change is very much in line with Temple’s mission; hence, the significant bump in our rank.

It is also in line with the mission of the Center for the Advancement of Teaching (CAT): Fostering evidence-based teaching so students learn, develop and succeed. Our purpose is to support faculty to implement the kind of teaching and curricular practices that make a real difference for students. These practices are both more equitable and more effective, and are backed by decades of research on how people learn best.

If I were to crystalize these practices into one guiding principle, it would be to shift our teaching practices from teacher-centered to student-centered ones. What does that mean? If we can move our thinking from What do I have to teach this semester? This week? This class? to What do my students have to learn this semester? This week? This class?, we are part way there. If we can move from What do I need to say, demonstrate, explain in class today? to What will my students be doing, demonstrating, saying, reflecting on in class today?, we’re closer to student-centered learning.

I often ask faculty, “Who is doing all the work in class?” Your answer to that tells you how student-centered that learning experience is. When we establish a student-centered learning environment, we create opportunities for more students to learn and flourish in our courses and in our disciplines.  

I have seen the effect of shifting from teacher-centered to student-centered learning with my own eyes. There are so many instructors on this campus doing amazing things in their classrooms: redesigning classes to improve outcomes in courses where students often struggle; employing inclusive teaching strategies that help more students feel like they belong and can succeed in disciplines where they see few others who look like them; rethinking assessments to provide iterative opportunities for improvement based on meaningful feedback; and universally designing their courses to support the diverse group of students in their classrooms, studios, and clinics.

I see instructors simply— humanly— offering messages of support and encouragement that can be the game-changer for students who may lack confidence in the moment but can grow into that kind of self-efficacy.  Most of all, I have met faculty who care deeply about their students and so are believers—true believers —in the importance of professional development so that they can continue to grow as instructors. This is the most important factor that helps more students succeed, the willingness of faculty to change and grow themselves, to learn new things, to consider alternative ways of teaching that may transform a student’s life. I often say to faculty that a little bit of professional development goes a long way; just one workshop in a semester or one book group discussion in a year can make the differences between stagnation and continual growth because it gives us a moment to breathe, to reflect on our teaching, and to learn. 

If you have never engaged with the CAT, or even if you have just not been here in a while, think about joining us and your colleagues just once this semester. We offer workshops and one-on-one consultations on whatever your particular teaching, educational technology or scholarship of teaching and learning (SoTL) needs are. Request a classroom observation. Use the work spaces and equipment at our locations on Main, Health Sciences, or Ambler Campuses or get just-in-time support. Grab a complimentary cup of coffee or tea in our lobby, chat with colleagues, read or catch up on grading. The CAT is the home for faculty who care about teaching. Come find your community here.