Presentation on theme: "A Teaching-Mentorship Model UKCGE Annual Conference July 3, 2014 Christon George Arthur."— Presentation transcript:
A Teaching-Mentorship Model UKCGE Annual Conference July 3, 2014 Christon George Arthur
Andrews University’s Academic Identity Essentially a Graduate Identity: 1.49% of On-campus student body 2.72+ graduate degree programs 3.University status after Seventh-day Adventist Theological Seminary and Potomac University merged with Emmanuel Missionary College 4.DRU – only Seventh-day Adventist institution with this Carnegie classification 5.The Seventh-day Adventist Flagship Institution
Andrews University offers 72+ graduate Degrees A.9 PhDs 1.Religion: NT, OT, Miss, CH, Ad Studies, Theological Studies 2.Archeology: Biblical & Ancient Near Eastern 3.Religious Education 4.Educational Leadership (K-12) 5.Higher Education Administration 6.Leadership 7.Curriculum & Instruction 8.Educational Psychology 9.Counseling Psycholo gy C. 6 Educational Specialists 1.Educational Leadership (K-12) 2.Higher Education Administration 3.Leadership 4.Curriculum & Instruction 5.School Psychology 6.Counseling Psychology B.9 Professional Doctorates 1.DPT 2.DScPT 3.Th.D. 4.DMin 5.DNP 6.EdD: C&I 7.EdD: Higher Ed Administration 8.EdD: Ed Leadership (K-12) 9.EdD: Ed Psych D. 49 Master’s Degrees
Philosophy of Graduate Education Shared intellectual interests of faculty and students Support emerging areas of inquiry that transcend disciplines and are of special interest to the best students Faculty scholarship enhanced by opportunities to participate in interdisciplinarity All Graduate faculty have opportunity to work with graduate students.
The Problem For 30+ years our doctoral programs have prepared teacher-scholars to be content experts They are content experts lacking in pedagogy 21 st century teacher-scholars need to be steeped in: Theories of learning Lesson preparation and delivery Assessment Research-informed teaching
Implementation The Teacher-Mentorship Program integrates content expertise and pedagogy via modeling and mentoring Program pairs doctoral student with mentor First semester, student is teaching assistant of the mentor who models effective teaching Second semester, student is the teacher of record under the guidance of the mentor Subsequent semesters, student is the teacher of record with less supervision from the mentor teacher
Challenges Funding Costly to reduce faculty load to mentor students Costly to have two teachers (fulltime faculty and protégé) in a classroom Competing Philosophy Some departments insist that full professors should teach first year students Ethics of ‘apprenticeship’ – does it reduce quality? Time Investment in faculty members’ time Investment in students’ time