Is there a better way to connect with students and show empathy?Is there a better way to illustrate how our curriculum is career relevant? To
HIGHER ED TEACHING STRATEGIES FROM MAGNA PUBLICATIONS
Most higher education professionals are familiar with Centers for Teaching and Learning (CTLs) found within their institutions. CTLs provide professional development opportunities and coaching for
A statement of intellectual development is a required part of tenure dossiers at most colleges and universities (Boyce & Aguilera, 2021; Vega & Hengartner, 2021).
The pandemic took us all by surprise, and it completely turned our education world upside down. Without many options, instructors had to make extreme adaptations
An initial look at a conference program can lead attendees to become (in the words of a former colleague) “paralyzed by the possibilities.” There are
I have been an online educator for almost 10 years and feelings of isolation and complacency were familiar companions on my teaching journey. Many virtual work environments lacked channels for educators like myself to connect and maintain meaningful conversations and I longed to build a sense of community with my colleagues in the field. The constant dripping of policy changes from the top made for limited self-reflection and minimal opportunities for collaboration. Departmental attempts at transformative shifts in work culture were captured in ephemeral professional development methods that operated on low frequency when it came to encouraging personal growth and knowledge creation.
As higher education budgets for professional development have shrunk in the last few years, it has become more important than ever to plan your professional development goals in a meaningful way. What is it you want to accomplish in the next year? Do you want to become a better instructor, research a specific area, or just attain the funds to attend that great meeting? All of these are goals that you can use to design your comprehensive professional development plan.
Colleges and universities have realized increasingly that effective teaching by instructors and successful learning by students does not occur through serendipity. Even though more and more graduate programs are providing doctoral students with experience and training in how to teach at the college level, many faculty members still reach their positions largely through an education based on how to perform research, not on how to include students in that research or train others in their disciplines.