Most of us have the experience of registering for a workshop only to discover that it is a lecture or (worse) an advertisement for the
There are over 4,000 universities and colleges in the United States employing over 1.5 million faculty, over half of which are either tenured or on
What makes some teachers more effective than others? Throughout my teaching career, I have asked numerous colleagues, mentors, and associates for their advice regarding excellent teaching.
As faculty developers, I believe it is crucial that we continue to engage in teaching while we develop and support other faculty members. By remaining
Communication is a vital part of any organization, and this is especially the case at institutions of higher education. Without frequent, focused, and public communication,
Faculty Learning Communities (FLC) are spaces that allow for improving one’s pedagogy, seeking intellectual stimulation, meeting other colleagues who are interested in similar topics, or
Countless workshops, seminars, retreats, and other faculty development courses are offered under the assumption that they can positively affect how faculty teach, which in turn will help students learn.
I continue to worry that we devalue the affective dimensions of teaching—the emotional energy it takes to keep delivering high-quality instruction.
Most faculty are on solid ground in terms of expertise. We know and, in most cases, love our content. We don’t get tired of it—oh, maybe we do a bit in those foundation courses, but the content isn’t what wears us down; it’s the daily grind, having to be there every class session, not just physically present but mentally and emotionally engaged as well. Good teaching requires more energy than we think it does.
I’ve been thinking here lately about that long mid-career stretch where there is no clearly defined beginning or ending. You’re no longer a new faculty member, but aren’t yet an old one. From a pedagogical perspective, what makes that time window unique? In a recent post on tired teaching I identified what I think is the major challenge of those years—keeping your teaching fresh and keeping yourself engaged, enthusiastic, and instructionally moving forward. On the other hand, some special opportunities are afforded by that long stretch in the middle. The question is whether we’re taking full advantage of them.
When teachers tell me about some new strategy or approach they’ve implemented, I usually ask how they found out about it and almost always get the same response: “Oh, a colleague told me about it.” I continue to be amazed by the amount of pedagogical knowledge that is shared verbally (and electronically) between colleagues.
