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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
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Lukes, Laura A.; Mazabel, Silvia; Sherman, Sarah Bean; Gilley, Brett; Pete, Shandin – New Directions for Teaching and Learning, 2023
Scientific research endeavors are increasingly collaborative in nature. As researchers work together in groups of increasing size to develop project goals and implement plans, traditional 1-1 single faculty-student mentor models are less relevant as students need input and guidance from the multiple faculty members contributing to the…
Descriptors: Teacher Student Relationship, Mentors, Models, Science Curriculum
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Johnson, Benjamin A.; Arocho, Rachel; Tolman, Anton O. – New Directions for Teaching and Learning, 2023
This article focuses on professional development by exploring two faculty education programs that create opportunities for faculty to learn best practices for mentoring students in scholarly work. These programs promote the inclusion of diverse and underrepresented student populations in research experiences; help faculty develop as effective,…
Descriptors: Faculty Development, Mentors, Program Effectiveness, Program Design
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Robertson, Douglas L. – New Directions for Teaching and Learning, 2018
This chapter revisits a developmental model of professors-as-teachers that provides a useful framework for considering emotion in teaching and learning.
Descriptors: College Faculty, Emotional Response, Psychological Patterns, Models
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Theall, Michael – New Directions for Teaching and Learning, 2017
This chapter considers faculty evaluation and motivational and volitional issues. The focus is on the ways in which faculty evaluation influences not only faculty attitudes and beliefs but also willingness to engage in professional development and instructional improvement programs. Recommendations for effective practice that enhances motivation…
Descriptors: Teacher Evaluation, Teacher Motivation, Teacher Attitudes, Beliefs
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Dawson, Debra; Mighty, Joy; Britnell, Judy – New Directions for Teaching and Learning, 2010
Faculty development units have been in existence in North American universities and colleges for more than forty years. The early faculty development units were typically led by a committee or a part-time director who focused on presenting teaching tips in short workshops. Over the years, the role of these centers gradually evolved as they became…
Descriptors: College Faculty, Faculty Development, Change Agents, Role
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Theall, Michael – New Directions for Teaching and Learning, 2010
The evaluation of teaching has sparked much debate for many decades. There are several reasons why the debate about evaluation and ratings continues, but the underlying problems in evaluation are more complex than a simple, valid-invalid or reliable-unreliable dichotomy suggests. The issues are often buried beneath bipolar rhetoric that has been…
Descriptors: Student Evaluation of Teacher Performance, Teaching Methods, Influences, Reliability
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Taylor, Beverley A. P.; Bakker, Andrea I.; Nadler, Marjorie Keeshan; Shore, Cecilia; Dietz-Uhler, Beth – New Directions for Teaching and Learning, 2012
In 2006, Miami University (Oxford, Ohio) launched a major initiative, the Top 25 Project, to embed inquiry-guided learning (IGL) into its largest-enrollment courses across the university. These are generally entry-level classes and thus affect many students: 75 percent of incoming students on its main campus in 2010 were in at least one Top 25…
Descriptors: Models, Large Group Instruction, Formative Evaluation, Instructional Design
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Bekken, Barbara; Marie, Joan – New Directions for Teaching and Learning, 2007
Making self-authorship a goal of an interdisciplinary multisemester general education program shows great promise for meeting desired undergraduate learning outcomes for citizen-learners. (Contains 1 table.)
Descriptors: Pilot Projects, General Education, Outcomes of Education, College Students
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Arreola, Raoul A. – New Directions for Teaching and Learning, 1987
A procedure for developing a comprehensive faculty evaluation program is described with examples of various components. Procedures for implementing such a program are discussed. Determining and weighting faculty roles, defining roles and gaining information, and arriving at a matrix are described. (Author/MLW)
Descriptors: College Faculty, Community Colleges, Faculty Development, Faculty Evaluation
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Smith, Barbara Leigh; Smith, Myrna J. – New Directions for Teaching and Learning, 1993
New Jersey and Washington have developed novel and different approaches to supporting faculty development by bringing faculty members, including many senior members, together to work on revitalizing the teaching experience. The program models are described, and the reasons they have been effective are explored. (Author/MSE)
Descriptors: College Faculty, Faculty Development, Higher Education, Instructional Improvement
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McKeachie, W. J. – New Directions for Teaching and Learning, 1987
Evaluation alone will probably not improve teaching, but, when it is accompanied by feedback, information about teaching and learning, and work with a knowledgeable consultant, evaluation may lead to improvement. An experienced consultant can foster trust, offer encouragement, and provide guided practice to help faculty improve their teaching…
Descriptors: College Faculty, College Instruction, Consultants, Evaluation Methods
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Cox, Milton D. – New Directions for Teaching and Learning, 1999
Proposes a learning community model for peer consultation among college faculty and offers examples of cohort-focused or issue-focused learning communities at Miami University (Ohio). Provides evidence of effectiveness based on annual reports and evaluations and on universitywide presentations, as well as advice on combining one-on-one and peer…
Descriptors: Consultation Programs, Faculty Development, Higher Education, Instructional Improvement
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Hicks, Owen – New Directions for Teaching and Learning, 1999
Proposes a conceptual framework for consultation on teaching at the higher education level that includes four critical components of instructional consultation: (1) access (informing and encouraging potential users); (2) focus (the importance of negotiating the consultation agenda); (3) recognition (especially for peer consultants and recipients);…
Descriptors: Consultation Programs, Faculty Development, Higher Education, Instructional Improvement
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Magolda, Marcia B. Baxter – New Directions for Teaching and Learning, 2007
Innovative educational practice reveals the secrets to enabling complex learning and self-authorship.
Descriptors: Educational Practices, Theory Practice Relationship, Higher Education, Self Actualization
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