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Groccia, James E.; Gillespie, Andrew R.; Mason, Jennifer L.; Long, Kalani A. – New Directions for Teaching and Learning, 2022
Preparing tomorrow's faculty members to respond to emerging challenges presented by the ever-changing realities of international higher education requires faculty professional development that mirrors high-impact practices advocated for tomorrow's students. Auburn University, through its Global Teaching Academy and International Perspectives on…
Descriptors: Faculty Development, Global Approach, Higher Education, College Faculty
Simonson, Shawn R.; Frary, Megan; Earl, Brittnee – New Directions for Teaching and Learning, 2023
This chapter proposes the need to define the qualities of effective teaching in higher education and introduces a framework to assess teaching effectiveness (FATE) that can be adapted by other institutions for evaluating teaching, with the goal of promoting instructor development and growth.
Descriptors: Guidelines, Instructional Effectiveness, Teacher Effectiveness, Faculty Development
LeGary, Robert A., Jr.; LaRocco, Diana J. – New Directions for Teaching and Learning, 2022
This chapter describes a locally developed model for professional learning, whose purpose is to facilitate faculty participants' implementation of UDL. The model is grounded in attributes of long-term, job-embedded professional learning and principles of adult learning theory. Recommendations for scaling-up faculty professional learning programs…
Descriptors: Faculty Development, Access to Education, Models, Adult Learning
Kramarski, Bracha; Heaysman, Orna – New Directions for Teaching and Learning, 2023
Self-regulated learning (SRL) is a cyclical process of planning, performance, and reflection. Although SRL contributes to academic achievement, teaching SRL poses a challenge for teachers, who need support in theoretical and practical approaches to SRL knowledge and skills. The first stop for teachers to effectively learn and employ SRL practices…
Descriptors: Independent Study, Teachers, Faculty Development, Educational Objectives
Silverman, Sarah – New Directions for Teaching and Learning, 2022
This chapter explores the range of barriers that instructors, especially adjunct and other non-tenure track instructors, may face when attempting to learn new pedagogical techniques or improve their courses. The author will present concrete strategies for using a disability-informed Universal Design for Learning (UDL) approach to making faculty…
Descriptors: Faculty Development, Access to Education, Barriers, College Faculty
Rozaitis, Bill; Baepler, Paul; Gonzalez, Anita; Ching, Paul; Wingert, Deb; Alexander, Ilene D. – New Directions for Teaching and Learning, 2020
This chapter describes the University of Minnesota Preparing Future Faculty program, focusing on pedagogical approaches and assignments that have made the program relevant for over 20 years. It concludes with a look at the future facing graduate student professional development.
Descriptors: Graduate Students, Faculty Development, Assignments, Program Descriptions
Sarah Summers – New Directions for Teaching and Learning, 2024
This chapter describes a pedagogy-first summer faculty development program designed to support faculty who want to add digital components to a course or academic program.
Descriptors: College Faculty, Faculty Development, Summer Programs, Institutes (Training Programs)
Mathieu, Robert D.; Austin, Ann E.; Barnicle, Katherine A.; Campa, Henry, III; McLinn, Colleen M. – New Directions for Teaching and Learning, 2020
This chapter describes a successful approach for the preparation of future faculty to implement and advance effective teaching practices for diverse learners, currently implemented at nearly 40 graduate universities in the United States and Canada.
Descriptors: Graduate Students, Faculty Development, STEM Education, Teacher Effectiveness
Branchaw, Janet L.; Theisen, Cara H.; Trimby, Christopher – New Directions for Teaching and Learning, 2020
This chapter describes a professional development program that integrates training in college teaching with an authentic classroom teaching experience. Benefits to graduate students in the program and undergraduate students in the linked disciplinary first-year seminar are discussed.
Descriptors: Graduate Students, Fellowships, Faculty Development, First Year Seminars
Gillian-Daniel, Donald L.; Petty, Elizabeth M.; Schmid, Megan E.; Stahr, Anne; Raymond, Nancy C. – New Directions for Teaching and Learning, 2020
This chapter offers an evidence-based approach for training faculty educators in the health professions that includes raising awareness of inequities, facilitating self-reflection about identity, and building skills through applied improvisational techniques to act when bias or microaggressions occur.
Descriptors: Allied Health Occupations Education, College Faculty, Consciousness Raising, Social Bias
Hawthorne, Joan; Zerr, Ryan; Kelsch, Anne V. – New Directions for Teaching and Learning, 2018
This chapter describes a collective faculty effort to administer, proctor, score, and interpret student work that created an unexpected opportunity for deep discussions of teaching, learning, and assessment.
Descriptors: General Education, Educational Assessment, Educational Opportunities, Faculty Development
Cox, Milton D. – New Directions for Teaching and Learning, 2016
This chapter describes four new leadership areas in the development of faculty learning community programs and provides perspectives and resources that these leaders can use to engage their work.
Descriptors: Communities of Practice, Faculty Development, Program Development, Program Implementation
Svinicki, Marilla D. – New Directions for Teaching and Learning, 2017
As faculty and faculty developers, we sometimes forget that the principles of learning and motivation that we apply to students also apply to us. This chapter illustrates how the MVP model can be used to create effective faculty development activities.
Descriptors: Faculty Development, Educational Practices, Teaching Models, Learning Activities
Stanny, Claudia J.; Stone, Erin W.; Mitchell-Cook, Amy – New Directions for Teaching and Learning, 2018
The Center for University Teaching, Learning, and Assessment facilitates an annual peer review of assessment to nurture a culture of assessment and develop faculty skill with assessment. Faculty representatives meet annually for a campus-wide discussion of assessment and student learning. Faculty engage in peer instruction on effective assessment…
Descriptors: Evidence Based Practice, Peer Evaluation, Organizational Culture, Faculty Development
Behling, Kirsten – New Directions for Teaching and Learning, 2017
This chapter explores the central questions and issues that faculty and administrators need to consider when designing and implementing hybrid courses to ensure that all students, including those with disabilities, have equal access. The author offers resources on faculty development programs, accessibility checklists, and online resources on…
Descriptors: Blended Learning, Access to Education, Academic Accommodations (Disabilities), Instructional Design