Teacher training and professional development never really ends, but is a career-long pursuit by educators and college administrators. Look to Faculty Focus for ongoing, self-directed learning opportunities.
Magna Publications, the leading provider of professional development resources for the higher education community, today issued a Call for Proposals for the 2014 Teaching Professor Technology Conference to be held Oct. 10-12 in Denver.
December 17 - A Checklist for Effective Faculty Development Programs
Faculty development has become a priority at many academic institutions as a way to improve the quality of academic programs and to respond to emerging faculty, student, program, and industry needs.
December 13 - Faculty Respond to the Challenge: Write about Teaching and Learning for Nine Weeks Straight
What does professional development look like? A couple of the more traditional examples might include reading a book, sitting in a room full of educators discussing a particular topic, or traveling to a conference. Certainly, those are all ways we can learn to improve our craft.
December 6 - Modeling Scholarly Practice Using Your Syllabus
I recently attended the annual conference of the International Society for the Scholarship of Teaching and Learning (ISSOTL). The conference allowed me to reflect on questions about the scholarship and practice of teaching and learning, and it fueled thoughts that eventually led to this article on how we might go about modeling scholarly practice.
As a college faculty member, you speak to audiences both large and small on a daily basis. You know how to deliver information, create learning opportunities, and build engagement. And yet, presenting at a professional conference brings a whole new set of challenges. How do you establish credibility and authority among your peers? How do you make your session relevant for those who, unlike your students, have at least some familiarity with the topic?
September 9 - Six Steps for Turning Your Teaching into Scholarship
In 1997 Ernest Boyer identified the concept of the Scholarship of Teaching. This was the first time that TEACHING had been identified as legitimate scholarship. Over time this idea has evolved into the movement called “SoTL” or the Scholarship of Teaching and Learning. Many of us are scholarly teachers; we read the literature, plan, assess, reflect, and revise. But what makes our teaching scholarship is very different. Lee Shulman (1999) clearly delineated the difference. To be scholarship, teaching must become public, be an object of critical review and evaluation by members of one’s community, and it must be built upon and developed.
Innovation and creativity are two words heard frequently in higher education today. How can we encourage innovation and creativity in ourselves and our students? Reimers-Hild and King (2009) described components of innovation as fun, creative, diverse, collaborative, and intuitive. Taking small steps to accomplish this goal is the way to go, but there needs to
Your institution may have department meetings and may even have communities of practice, but does it have faculty learning communities (FLCs)? An effective FLC can positively impact its members’ engagement in and involvement with both their discipline and their institution.
For more than nine years, I have been deeply interested in metacognition as it applies to the art and science of teaching. I have also been involved in taking non-professional teachers and training them to be both content area experts and more than adequate teachers in the classroom. This can be a tough endeavor as people like to teach in non-traditional schools for a variety of reasons and some are not always interested in becoming teachers qua teachers. Worse are those who feel being a subject matter expert is enough because as long as they’re talking, the students must be learning, right?
These principles don’t propose breathtakingly new insights, but they offer a context for improvement that should make efforts to teach better more successful…All teachers can improve; most should. Don’t base efforts on premises of remediation and deficiency. Positive premises work just as well. You can improve your teaching just as effectively doing more of what works well as you can…