foster faculty development
How much can we learn from each other’s experiences? A lot, but there are reasons to be cautious. Sometimes what’s been learned from an experience, or set of experiences, is wrong. That’s true whether the learning is about teaching or life.
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.
Have you ever become so frustrated with students and overwhelmed by your workload that you start questioning what you are doing? At times it can feel suffocating. Baruti Kafele, an educator and motivational speaker offers a perspective of being mission oriented to educators and others working with young people in our nation’s classrooms. He suggests affirming your goals and motivations to facilitate successes among students. However, in the college classroom, it is also essential that we, as faculty members, remember and affirm our purpose, acknowledge the contributions we make in students’ lives and professional pursuits, and respect the call or passion that brought each of us to the teaching profession.
Part memoir and part advice for others, this two-part book of Teaching Tips for Reflection, Rejuvenation, and Renewal will help keep your teaching fresh and invigorated. Previously available only as separate PDF downloads, now you can get both popular guides in a spiral-bound print format. Together, that’s a full 52 pages of insight and strategies to help you strengthen your commitment to teaching.
Here are three questions of interest to those of us concerned with institutional support of teaching: 1) Is the strength of an institution’s “culture of teaching” or policy support for teaching and learning reflected in faculty members’ pedagogical practices? 2) Are “cultures of teaching” more prevalent at institutions with “learner centered” policies? 3) Do the relationships between institutional policies, faculty cultures, and teaching practices differ across institutional types?
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 Department of Behavioral Sciences at St. Louis Community College-Meramec is a diverse department with 16 full-time and 53 adjunct faculty. In an effort to connect those adjuncts to the department, Darlaine Gardetto and some of her colleagues created an adjunct professional development program focused on improving teaching based on Bloom’s Taxonomy.
Gain teaching inspirations from this conversation between Parker Palmer and Maryellen Weimer as they come together for the first time to talk about the underpinnings of their approaches to their work as teachers. The 60-minute video is available on-demand or on CD.
Bea Easton, the adjunct English teacher in Glen Chamberlain’s short story, “Conjugations of the Verb ‘To Be’,” is doing a crossword puzzle instead of grading English essays. She hasn’t touched the stack of papers since she read the first page of Staci Cook’s composition in which definitely is spelled defiantly and points are emphasized by using really twice.
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.