Faculty Development

Taking Time to Refresh, Recharge, and Recommit

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.

Maryellen Weimer, PhD May 17, 2017

Mid-Career Faculty: 5 Great Things About Those Long Years in the Middle

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.

Maryellen Weimer, PhD March 15, 2017

male professor reviews course evaluations

What Can We Learn from End-of-Course Evaluations?

No matter how much we debate the issue, end-of-course evaluations count. How much they count is a matter of perspective. They matter if you care about teaching. They frustrate you when you try to figure out what they mean. They haven’t changed; they are regularly administered at odds with research-recommended practices. And faculty aren’t happy with the feedback they provide. A survey (Brickman et al., 2016) of biology faculty members found that 41% of them (from a wide range of institutions) were not satisfied with the current official end-of-course student evaluations at their institutions, and another 46% were only satisfied “in some ways.”

Maryellen Weimer, PhD March 8, 2017

The Teaching Professor Newsletter Celebrates 30 Years

Where were you 30 years ago? Maryellen Weimer, PhD, was writing the very first issue of The Teaching Professor newsletter, and she hasn’t stopped since.

In March 1987, Magna Publications published volume 1, number 1 of The Teaching Professor. The opening article read, in part:
“With all the enthusiasm of a new beginning, Magna begins publication of a newsletter for college professors about college teaching. … Can instruction be improved by reading material about teaching and learning? Yes. Reading about teaching forces reflection. It creates instructional awareness by causing faculty to wonder: Do I do that? Should I do that? Infusing teaching with a steady supply of new ideas keeps it fresh and invigorated.”

That philosophy of reflection and instructional awareness has remained a constant theme throughout the decades. As has the importance of keeping teaching fresh, regardless of teaching experience or discipline.

Mary Bart March 6, 2017

Call for Proposals: 2017 Teaching with Technology Conference

Magna Publications is now accepting proposals for the Teaching with Technology Conference, to be held October 6–8, 2017 in Baltimore, Md.

Magna Publications December 27, 2016

An Introduction to Teaching through the Seasons

It all started 56 years ago with a brown paper sack. This no-frills carrier contained a stash of glue, crayons, scissors, and strips of construction paper. These were my teaching tools. According to my mother, I carried this sack with me everywhere. Naturally drawn to showing and explaining things, I later graduated to using a small chalkboard. When our cat had kittens, they became my pupils, though admittedly they were less attentive than my stuffed animals.

Patty H. Phelps, EdD September 12, 2016

Avoiding Burnout: Self-Care Strategies for Faculty

Now that you’ve finished assessing your students, it’s time to turn the assessment process around by looking in the mirror. If you limped across the finish line last semester, it may be time to identify some new strategies for self-care. In our “Tending the Teacher” session at the recent Teaching Professor Conference in Washington, D.C., we presented a menu of ideas to help faculty design a balanced and productive work life. Here are our top tips:

Camille Freeman and Bevin Clare July 20, 2016

Lecture vs. Active Learning: Reframing the Conversation

Exchanges about the relative merits of lecture and active learning continue, and these exchanges are becoming more acrimonious and polarized. Either you are for lecturing (and against active learning) or you’re for active learning (and against lecturing). Active learning advocates have the evidence; those who lecture stand on tradition. Where is this debate headed? How accurately does it reflect what’s actually happening in classrooms? Is there a viable place in the middle?

Mary Bart June 24, 2016

Benefits of Talking with Students about Mid-Course Evaluations

It takes a certain amount of courage to talk with students about course evaluation results. I’m thinking here more about formative feedback the teacher solicits during the course, as opposed to what’s officially collected when it ends. Despite how vulnerable revealing results can make a teacher feel, there are some compelling reasons to have these conversations and a powerful collection of benefits that may result from doing so.

Maryellen Weimer, PhD June 15, 2016

Tweets from the 2016 Teaching Professor Conference

Year after year, college faculty mark the end to the spring term by attending The Teaching Professor Conference. It’s the perfect venue to reflect, recharge, and rejuvenate while gaining a wealth of instructional ideas and valuable insights.

This Storify provides a collection of some of the tweets from the three-day event.

Mary Bart June 9, 2016

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