What is a Teaching Circle?

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The Teaching Circle
Center for Teaching Excellence
Nazareth College
January 2003

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WHAT IS A TEACHING CIRCLE? The term "teaching circle" entered the public lexicon of higher education with the publication of Ernest Boyer's, Scholarship Reconsidered, where it was used to refer to a particularly effective type of group discussion. In current usage, the term most typically denotes to a small working group of faculty (4-8) that meets on a regular basis over an extend period of time (2-6 semesters) to reflect on and exchange ideas about an issue or concern related to their work as teachers. By definition, teaching circles begin with a clearly stated purpose and end with a final written assessment of the process.

Teaching circles can be either interdisciplinary or disciplinary in their membership. Each has advantages. One of the advantages of interdisciplinary circles is that the members will bring a varied set of assumptions about the nature of knowledge and the requirements for learning. Thus, participants must explain themselves more completely than would be true in a discipline-specific circle. Because this process mirrors the kinds of disciplinary translation that often occurs within the classroom, the insights gained can be both provocative and revealing. Interdisciplinary teaching circles are well suited to exploring specific strategies (e.g., collaborative learning, uses of a particular instructional technology, classroom assessment techniques) or for exploring broad theoretical questions and issues (e.g., collaborative learning, uses of a particular instructional technology, classroom assessment techniques) or for exploring broad theoretical questions and issues (e.g., social justice, ethical issues in teaching, incivility). Conversely, when the circle membership comes from a single department, the discussions are more likely to begin with a set of shared assumptions (although certainly not always) and the moments of profound insight will generally be less intense or frequent. Departmental circles, however, are more likely than interdisciplinary ones to have benefits that spread beyond the membership of the group. The outcomes of departmental circles, for example, might be a more coherent sequence of courses in the major or even the reconsideration/redesign of a department's mission and goals.

Although they can vary considerably in their composition, duration, and focus, all successful teaching circles seem to share three basic characteristics. They: 1) begin with a clearly stated goal and a suitable timeframe (1-6 semesters); 2) progress toward that goal occurs via democratic group process and consensus; and 3) regularly assess and report their outcomes, as a group as well as individuals.

For more information about joining or establishing a circle or to receive a copy of the Application form, contact Diane Enerson, Director, Center for Teaching Excellence (Ext. 2380 or denerso9@naz.edu ).