Faculty Development
Stop me if you’ve heard this one before: because of COVID-19, higher education has been changed forever. Or this one: this is our new normal. If you are like me, you have heard these platitudes ...
Not only did COVID-19 force faculty to move to remote instruction this past spring, but anticipating a continued outbreak has also required them to plan for teaching hybrid or fully online courses during the fall ...
Articles lamenting the post-COVID-19 state of higher education have reached their zenith (we hope!). But after countless explorations of this pandemic’s effects on the state of enrollment (Hartocollis, 2020), study abroad opportunities and tuition revenue ...
An international conversation around an increased focus on high-quality teaching at R1 institutions has been gaining momentum for several years. A recent shift in the conversation, focused on identifying fair and valid measures to evaluate ...
Adjunct faculty may be the most overused and under-resourced groups of individuals in higher education. Many departments and courses would not function, or at least not function well, without adjunct faculty. Yet despite being in ...
Coaching is a relationship frequently leveraged in the business sector but is not a well-established paradigm in higher education. Academics, however, can benefit just as much from a coaching approach, and the field is beginning ...
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 ...
At the University of Maine, my colleagues and I have conducted a lot of research on faculty mentoring. The campus-wide Rising Tide Center—funded originally by a National Science Foundation ADVANCE grant—has helped implement several kinds ...
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 ...
During my six years at the University of Connecticut, I had the opportunity to interact with many different faculty members across our campus community. This was particularly true during my final two years, when I ...
