Tag: faculty development
The intent of in-service meetings is to help professors become better teachers, but faculty don’t always greet the thought of attending those meetings with enthusiasm. Research has consistently identified several in-service meeting best practices. We’ll ...
This article highlights how academic leaders may inspire faculty professional growth, student success, and enhance diversity, equity, and inclusion (DEI) opportunities through a broad operating framework for faculty learning communities (FLCs). While our focus was ...
Our efforts to mentor tenure-track faculty began in conversations about faculty success on campus. In 2018, Ollie Dreon was serving in his fifth year as the director of the Center for Academic Excellence (CAE) at ...
Academic Leader has published voluminously on faculty development issues in higher education. Below is a collection of articles, divided by topic, on how you can support the professional development of new and veteran faculty, including ...
One challenge of faculty development and training for online teaching is satisfying instructors with different levels of knowledge, skills, and experience. At our institution, we discovered that this challenge can be overcome by employing an ...
In my experience with faculty recruitment at two very different academic institutions, I have learned that faculty candidates care a lot about what support they can expect for their professional development; it’s one of the ...
External faculty development has many benefits for improving teaching and academic programs, but these courses and training also come with limitations. The direct creation of an academic institution’s own faculty training and courses is one ...
In a dream world, every academic institution would be populated with a teaching and learning center coupled with a faculty enrichment meeting room. In fact, faculty would continually hone their skills as researchers and teachers ...
The signs of a fundamental shift in the attitudes, motivations, and learning expectations of students deciding where to attend college or university are well established. Due to rising costs (e.g., tuition, textbooks, and room and ...
Faculty and students are not on the same page about what makes a course rigorous. Draeger, del Prado Hill, and Mahler (2015) find that “faculty perceived learning to be most rigorous when students are actively ...
