McGraw-Hill Education and Magna Publications Launch Magna Campus to Support Faculty Development in Higher Education
Professional development in the higher education industry is becoming increasingly important as shifts in student demographics, pedagogy and classroom technology usage mean that faculty require a new generation of training tools. To help educators respond effectively to these challenges, McGraw-Hill Education today announced the launch of Magna Campus, the first professional development product created through the collaboration between Magna Publications and the McGraw-Hill Learning Institute, the company’s professional development unit designed to help faculty navigate new and emerging educational technologies.
Not everything we do in our courses works as well as we’d like. Sometimes it’s a new assignment that falls flat, other times it’s something that consistently disappoints. For example, let’s take a written assignment that routinely delivers work that is well below our expectations. It might be a paper that reports facts but never ties them together, an essay that repeats arguments but never takes a stand, or journal entries that barely scratch the surface of deep ideas.
Faculty Learning Communities go beyond the common faculty development opportunities. These small, multidisciplinary groups bring about important teaching and learning enhancements and can have a profound effect on the culture of an institution. In this seminar, Dr. Milton Cox provides clear and practical guidance on how to set up a successful Faculty Learning Community within your institution
Online Seminar • Recorded on Tuesday, June 11th, 2013
The well-known three-legged stool of academic life—teaching, research, and service—has been assumed to cover the main responsibilities of faculty in academic communities. But is there a missing leg that would add strength and stability to the stool? I propose there is. It’s professional faculty development, and I would also propose that faculty committed to teaching should be its most articulate advocates.
For the past three years I have directed a small program that has produced big results at Tusculum College. For as little as $3,000 per year, our college has increased its sense of campus community, helped with current faculty development, more quickly integrated new faculty, and modeled scholarly discussions for students. Officially the program goes by the name “The Teaching and Learning Initiative,” but it has acquired the nickname “teaching circles.”
It’s an issue many colleges and universities are facing today: How do you expand research capacity while still preserving an institution’s traditional emphasis on effective teaching? How is it possible to improve your reputation in one of these areas without abandoning your reputation in the other? How can you expand your mission in an environment of increasingly strained budgets, greater competition among institutions (including public, private, for-profit, and virtual universities), and rigorous accountability? And how do you balance the expectation of so many legislatures and governing boards that you demonstrate student success with their simultaneous expectation that you obtain more and more external funding from sponsored research and the frequent pursuit of grants?
“Self-knowledge is the beginning of all knowledge,” writes C. Roland Christensen, one of the true masters of discussion teaching. He is referring to his development as a teacher—how he arrived at the techniques that made him so effective. Most teacher accounts of growth are not as instructive and insightful as this one. Best of all, the approach he used to develop his discussion leadership skills is one that can be used to develop many teaching skills.
Most aspiring professors know their course content very well but receive little training in how to teach effectively. This seminar provides practical advice to guide new faculty members around predictable pitfalls and set them on the path to a rewarding teaching career.
video Online Seminar • Recorded on Monday, November 22nd, 2010
Management professor David A. Whetten, who now directs a faculty development center, admits with honesty that for some years he didn’t think there was much he could learn from people who “studied” education. After all, he was in the classroom doing education and had learned much from that experience. In a wonderful piece [see reference below] he explains how a conversation with his golf instructor resulted in an important insight about the nature of experiential learning.
Budget cuts, changing curricula and an increasing focus on interdisciplinary courses are just some of the pressures forcing instructors out of accustomed subject areas and into unfamiliar teaching territory. Get valuable recommendations for remaining an effective instructor, even when teaching outside your comfort zone.