The Goodwin University Institute for Learning Innovation

Professional Learning Programs at Goodwin

Our Model for Professional Learning

Our professional learning programs and technical assistance are designed to support postsecondary faculty, adult educators, corporate trainers, and others apply transformative learning innovations within their local context.

We design learning experiences to incorporate attributes of effective professional learning that can lead to positive changes in practice. Components of our professional learning model are described below.

Sustained and Intensive

  • Our learning programs take place over an extended period (e.g., 24 hours of contact time, delivered via several sessions over 3 or more months).
  • Follow-up sessions are used to explicitly connect the initial learning with on-going support and technical assistance.


  • The learning program is work-based and extends to the classroom, where faculty practice.
  • The learning goal is improved teaching and student outcomes.
  • The focus is on solving authentic problems of practice.
  • The learning emphasizes refinement of existing instructional strategies and the application of new evidence-based practices.

Opportunity to Learn

  • Principles of adult learning form the basis of the structure for and implementation of learning program.
  • Cohorts of faculty are brought together in a community of practice.
  • A constructivist approach is used along with collaborative, active learning strategies.
  • Participants work to solve problems of practice by combining local practice knowledge with new learning.
  • Emphasis is placed on the application of new learning to practice (e.g., classroom, clinic, lab).
  • Critical reflection in- and on-action is stressed.
  • Participant demonstrations, peer observations, and examination of authentic artifacts are means for assessing progress.

Incentives and Commitment

  • Learning programs are characterized as growth opportunities.
  • Participants commit to meeting clearly defined programmatic expectations.
  • Administration incentivizes participation (e.g., stipends, release time, special rewards).
  • Institutional leaders officially support and recognize the learning program and the participants