Posts Tagged ‘mid-career faculty members’
March 28 - “But This is What I’ve Always Done” – Tips for Avoiding Teaching Ruts
By: Mary Bart in Teaching Careers
As an undergrad I had a hard time settling on a major so I sampled a lot of different courses during my first couple of years. I remember signing up for one course that looked perfect because it combined two of my interests — media and American politics. In addition to learning about the changing dynamics between the two from a historical perspective, I was excited to see how the professor would incorporate the current presidential election into the course.
January 11 - 15 Practical Strategies to Re-energize Mid-career Teachers
By: Mary Bart in Online Seminars
Looking for a pedagogical power boost? This seminar offers concrete techniques for staying engaged and productive during those long middle years when enthusiasm may start to wane.
May 18 - Mid-Career Faculty: Staying Challenged and Enthused
By: Maryellen Weimer, PhD in Teaching Careers
“Mid-career faculty can easily reach a plateau where professional goals are less clear, even while an array of attractive personal and professional options may be available. The absence of motivating professional goals can cause professors to settle into a dull routine or begin to invest their energies in activities outside of their professional lives.” (p. 49)
September 8 - A Focus on Teaching and Learning at Mid-Career
By: Rob Kelly in Faculty Development
Are your experienced faculty members as effective in the classroom as you would like them to be? If not, perhaps a faculty development program like the University of Minnesota’s Mid-Career Teaching Program could be the answer. Many faculty members currently in mid-career have probably had fewer teaching enrichment opportunities than their more recently hired colleagues, and just because they are experts in their disciplines does not necessarily make them good teachers. In addition, teaching is becoming more complex: student populations are more diverse than they used to be, and they often expect more from professors than students did in the past…
