How Administrative Experience Informs Learner-Centered Teaching
When I announced my return to the classroom after 13 years of administrative work at the department, college, and vice presidential levels, the faculty welcomed me back into the fold with open arms. I had established myself as a distinguished teacher prior to entering administration, and I continued to teach sporadically while in administration; however, it had been more than a decade since I had been in the classroom full-time. As I conclude my first semester back in the classroom, I am now asking myself in what ways my administrative experience has informed my teaching. We expect that having taught is a necessary prerequisite for an administrator. How, then, can that administrative experience inform teaching? What am I now bringing to the classroom that I may not have had prior to being in administration?