In a recent study on the quality of undergraduate education, two researchers sought answers to the following questions: Which faculty members are likely to engage in effective teaching practices? What
In the current context, especially for those of us in liberal arts colleges, it is our duty to steadfastly promote and defend the inherent and enduring value of the liberal
Faculty learning communities (FLCs) can be useful in addressing a wide variety of faculty development needs. The California State University System uses FLCs to address systemwide priorities, such as faculty
Part-time faculty have long been a part of higher education, particularly at community colleges, where they have grown in numbers beginning in the 1970s. They were not commonly represented in
“Yes, but …” This might be the most common phrase heard by an academic leader when attempting to engage an individual and motivate change. Think of the last time you
There’s a long-standing tradition of informal sharing of pedagogical innovation among K-12 teachers and a whole line of research on this phenomenon, which is known as teacher leadership. The same
To help integrate the various completion initiatives, the Lone Star College System established the Office of Completion. This office is headed by the associate vice president for government affairs and
Rather than solely getting feedback on what you’ve done after the fact, asking for advice before you act can help you achieve your goals. This is the thinking behind “feedforward”
About eight years ago, California State University, Long Beach started work on a faculty development program to increase student success in courses with low completion rates. Many of these courses
Winston-Salem State University recently implemented its Faculty Fellows Program, a comprehensive, two-tiered model of faculty development to serve the diverse needs of tenure-track and tenured faculty members. The program was
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