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
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
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.,
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
The annual Delphi Award presents a $15,000 cash award to each of two applicants who have worked to support non-tenure-track, contingent and/or adjunct faculty. In the first installment of this
For decades, campuses have hired increasing numbers of non-tenure track faculty. The number of adjunct faculty is now more than 52 percent of faculty nationally and full-time non-tenure track make
When presenting at conferences, I often start by saying I have been in a classroom for 65 years. Of course, that includes my own time as a student starting at
Despite a great deal of research on course evaluations, institutional policies and practices are not always well informed by that research. Faculty are often not as informed as they should
Editor’s Note: This article is the second installment of a three-part series on conversations about course ratings. Last month explored how to frame a discussion with a faculty member who
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