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The discussion compares instructor preparation in primary and secondary schooling—often involving mentored teaching and certification—with the minimal, non-mandatory preparation for postsecondary educators. It then follows a future faculty member’s path to backward design training and stresses the practical value of experienced mentorship for implementing student-centered courses and improving curriculum quality in the United States.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/understanding-by-design-mentored-implementation-of-backward-design-methodology-at-the-university-level/594667/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/understanding-by-design-mentored-implementation-of-backward-design-methodology-at-the-university-level/594667.png","ImageObject",300,407,{"name":92,"@type":93},"Ben ","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-21","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why do university and college faculty often receive little pedagogical training?","Question",{"text":112,"@type":113},"The essay explains that faculty training is typically not provided as part of career development unless individuals explicitly seek it, and there are few required certification standards for postsecondary educators.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does preparation for higher-education instructors differ from K-12 teacher preparation?",{"text":117,"@type":113},"K-12 educators are generally required to complete extensive pedagogical training and mentored teaching, while postsecondary educators are usually hired based on advanced degrees, research, and funding rather than instructional preparation.",{"name":119,"@type":110,"acceptedAnswer":120},"What is the role of mentorship in implementing backward design?",{"text":121,"@type":113},"The essay highlights that experienced mentorship supports a future faculty member’s journey toward pedagogical training and helps them implement a student-centered course using a backward design model.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594667,1792160585,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":44,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},2336478951081,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","PERSPECTIVES  \nUnderstanding by Design: Mentored Implementation of Backward Design  \nMethodology at the University Level  \nNancy A. Michael1* and Julie C. Libarkin2  \n1University of Notre Dame, South Bend, IN  \n2Michigan State University, East Lansing, MI  \n*[Corresponding Author: Nancy.A.Michael.24@nd.edu](Corresponding Author: Nancy.A.Michael.24@nd.edu)  \nAbstract: Unless sought out by the individual, University and College faculty typically receive minimal, if any, pedagogical training as part of their career development. This perspectives essay first introduces pedagogical training for instructors in higher education by comparing it to the training required for primary and secondary school educators. Using this as a backdrop, it then discusses the stated goals of higher education and contrasts these goals with the type of preparation that is traditionally offered to future faculty during graduate and post-doctoral training, with emphasis given to the general lack of teaching mentorship and practical application. It goes on to describe a future faculty member’s journey of seeking out higher education pedagogical training, and the process of implementing a student-centered course based on a backward design model, highlighting the importance of experienced mentorship in this process. This essay concludes with a reflection on the backward design process as a whole, the imagined difference in the quality of curriculum and implementation in the absence of mentorship, as well as a discussion about how this experience speaks to pedagogical preparation of higher education teachers in the United States.  \nKey words: Backward design, pedagogy, teacher preparation  \nINTRODUCTION  \nPost-secondary education in the United States serves over 20 million students per year, with students enrolling in over 1,700 two-year and 2,900 four-year colleges and universities (Snyder and Dillow, 2013) . Although scope, structure, mode of delivery, and graduation requirements can vary significantly across institutions, the type of training they offer can be divided into two major categories: technical training and liberal education. Technical training prepares students to work as experts in specific careers, focusing on skills and knowledge directly related to the field of study. Liberal education, on the other hand, focuses on a two-pronged approach exposing students to broad knowledge of many disciplines as well as deep knowledge within a particular field of study, with the intention of developing flexible communication, intellectual, and decisionmaking skills. Where technical training is  \ncareer-focused, liberal education could be considered to be life-focused (Miller, 2012) . The pathway to college starts with primary and secondary school instruction.  \nThe vast majority of primary and secondary school educators in the United States are required to participate in extensive pedagogical training through classroom instruction and mentored teaching before assuming responsibility as lead instructor. In 46 of 50 states, initial or temporary certification to teach requires student teaching experience, with 23 states requiring additional mentoring of new teachers in the classroom for periods of one to three years (compiled from data at [www.teach.org/teaching-certification](www.teach.org/teaching-certification)). In contrast, post-secondary educators in the U.S., whether employed at teaching-based or research-focused institutions, receive little pedagogical training and have no required certification standards. Instead, faculty are generally hired based on advanced degree status, often with research acumen  \ndemonstrated by publications and extramural funding leading the hiring decisions.  \nWhile content knowledge is essential, and extramural funding might be necessary, these qualifications do little to prepare a faculty member to contribute to the a priori goal of all colleges and universities: educating their students. Although many institutions of highe","cbCaidALYRnRIApU","https://ap.wps.com/l/cbCaidALYRnRIApU","pdf",205271,"English","# Introduction\n## Training differences between K-12 and postsecondary faculty\n# Key themes and goals\n## Alignment of learning goals with faculty preparation","[{\"question\":\"Why do university and college faculty often receive little pedagogical training?\",\"answer\":\"The essay explains that faculty training is typically not provided as part of career development unless individuals explicitly seek it, and there are few required certification standards for postsecondary educators.\"},{\"question\":\"How does preparation for higher-education instructors differ from K-12 teacher preparation?\",\"answer\":\"K-12 educators are generally required to complete extensive pedagogical training and mentored teaching, while postsecondary educators are usually hired based on advanced degrees, research, and funding rather than instructional preparation.\"},{\"question\":\"What is the role of mentorship in implementing backward design?\",\"answer\":\"The essay highlights that experienced mentorship supports a future faculty member’s journey toward pedagogical training and helps them implement a student-centered course using a backward design model.\"}]","Understanding by Design: Mentored Implementation of Backward Design Methodology at the University Level | PDF",1792079598,23]