As you read the content of this article, you may wonder why you are yet to implement the strategies outlined here. But the fact is many of us were not taught in doctoral school how to teach or build our teaching effectiveness.
Faculty members in higher education must produce peer-reviewed publications in order to retain their jobs and obtain tenure and promotion. Perhaps even more importantly, publishing scholarship is one of the ways faculty
Developing stronger bonds between K–12 and higher education systems is a longstanding recommendation for educational reform; yet these relationships are often underutilized (Darling-Hammond, 2010; Kirst & Venezia, 2004, Rippner, 2015). One
When I transitioned from the bedside to academia, I expected to feel a bit disoriented. What I didn’t expect was how unprepared I’d feel in front of a classroom. I could
As junior faculty, our department, school, and university standards for tenure and promotion may feel daunting, ambiguous, and create stress in trying to meet the requirements. Additionally, feelings of isolation exacerbated by one’s specialty field
Over the years, working with preservice teachers who will be teaching multilingual learners (MLLs) in general classrooms, I’ve noticed a familiar pattern: they complete coursework, pass exams, and demonstrate overall
In today’s complex academic landscape, fostering environments where faculty feel seen, valued, and celebrated is not merely ideal—it is essential. I consider myself truly blessed
I am busy, stressed, perhaps feeling the first prickles of burnout. I feel tension may be getting between me and my students, colleagues, family, and others I
The faculty role in higher education (HE) comes with the expectation to publish, yet many consider this a burden rather than a privilege. In fact, the contractual obligation
If you’ve ever organized faculty development, you know the usual routine: run workshops, get sign-in sheets, and maybe send a feedback survey. While useful, these activities don’t always tell us the