Faculty Development: Mininger Center for Teaching and Learning

The Mininger Center for Teaching and Learning was created by a gift from Goshen College President Emeritus Paul Mininger.

According to Mininger, “It is my judgment that the most important single influence that will determine the destiny of Goshen College in the 21st Century will be the character and quality of the faculty. ”

The primary goal of the Mininger Center is to support and enhance the teaching faculty at Goshen College by providing faculty development opportunities and pedagogical resources.

Faculty Scholarship and Professional Development

Mininger Grants

The academic dean’s office awards annual Mininger grants for faculty scholarly activity and professional development following a competitive application and review process. Awards ranging between $800-$2,000 help fund faculty projects related to the following.

Research or creative work
Pedagogical innovation or development
Curriculum development
Participation at conference or professional event supporting research and/or teaching
Publication or creative production expenses
Graduate or Terminal Degree support

Course Development Institute

The Course Development Institute uses highly interactive structured conversations and activities, small group feedback, and direct instruction in backward design to help participants build a new course or modify an existing course. The Institute is offered annually during the summer. Participants leave the Course Development Institute with a course road map, learning objectives, a final assessment and grading rubric, and one completed lesson plan. Participants meet together in the mornings with independent afternoon time to develop the course.

Previous participants describe the Course Development Institute as:

One of the most useful experiences I’ve had as an educator. A collaborative week with intense focus on one course that will give you significant insight and practical resources not only for your course, but for your overall teaching. The process/journey of the week in conjunction with the collaborative aspect really make for a productive week. I always feel set up for success with whatever course I’m working on.
A very helpful way to think and re-think about teaching.
Outstanding! Outlines a vision for curriculum development efficiently, effectively, and meaningfully. The instructors and workshop format model the concepts we’re learning.

Learning Communities

Professional Learning Communities (PLC)

PLCs are comprised of a small group of faculty that complete work around a particular topic, book, or skill. Each PLC is organized by a facilitator who is responsible for meeting reminders and planning the activities for each meeting. Some examples of previous PLCs:

Book Club led by Ann Hostetler. Participants read books used in the ICC course and by authors speaking on campus.
Writing and Research group led by Suzanne Ehst. These meetings provided space for those preparing publications to write and to receive feedback and encouragement.
PLC led by Kathy Meyer Reimer and Joe Liechty. Participants read articles and discussed personal experiences with current student culture. The group brainstormed recommendations for future faculty work.

Intentional Learning Communities (ILC)

ILCs are small, interdisciplinary groups of teaching and administrative faculty members that focus on the continuing improvement of courses and educational equity. These communities are built on the framework established by the School Reform Initiative whose mission is “to create transformational learning communities that are fiercely committed to educational equity and excellence. Participants use structured conversations and other activities to “allow educators to build trust, take risks, and surface insights about the students they serve by looking regularly and carefully at authentic student and adult work.” The ILC is guided by a trained facilitator to use meaningful SRI tools.

Faculty Resources

Grant Planning Resources

Grant Proposal and Funding guidelines