Colleagues can play such an important role in our development as teachers, yet most of the time we don’t make use of them in ways that really help us grow pedagogically. We spend time with faculty who inhabit offices near ours sharing pedagogical pleasantries, noting our successes and those of our students, or complaining about the lack of institutional support for teaching or the poor performance of this year’s entering class.
HIGHER ED TEACHING STRATEGIES FROM MAGNA PUBLICATIONS
college faculty development
Discussion of teaching and learning as an academic, scholarly endeavor has become an acceptable conversation on college campuses. A shift is beginning to take place whereby the scholarship of teaching and learning is now being taken seriously. We are making progress in higher education by making undergraduate education intentional, thus moving toward a learner-centered paradigm.
When teachers think the best way to improve their teaching is by developing their content knowledge, they end up with sophisticated levels of knowledge, but they have only simplistic instructional methods to convey that material.
About three years ago, having served four years as department chair and having gone through the typical headaches that people in my position go through, I began studying and practicing time management techniques. After adopting some simple strategies, I find that the job I do today is much more effective and enjoyable than when I began my current leadership position. In this article I will share some key time management principles that you can implement on your own.