Unless you are at an elite institution in a highly specialized department that has no general education or service course teaching responsibilities, you need generalist faculty. Most academic departments at
In recent years, critics have pointed out the poor working conditions of non-tenure-track faculty (NTTF), but less attention has been paid to the lack of investment in them as teachers
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
Academic administrators are well aware that the faculty has changed dramatically, with 70 percent of the faculty now off the tenure track (52 percent part-time and 18 percent full-time, non–tenure
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
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
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
Reverse mentoring is a prominent example of intergenerational partnership in which students and faculty from recent generations share knowledge, perspectives, and expertise with more seasoned and veteran faculty. In essence,
For the most part, US higher education has not recognized the value of intergenerational workforce practices as a valuable source of expertise and transmission of institutional knowledge. But faculty mentoring
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