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Strawser, Michael G. – Journal of Faculty Development, 2019
This brief communication essay offers practical suggestions for maintaining an active teaching and learning scholarly agenda and building a teaching and learning scholarship culture on campus. The strategies offered here hopefully present faculty and faculty developers with tangible ideas to maintain their scholarship as general expectations and…
Descriptors: Scholarship, School Culture, Faculty Development, College Faculty
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Manning-Ouellette, Amber; Beatty, Cameron C. – Journal of Faculty Development, 2019
The profile of students entering higher education is ever-changing, deeming it critical to understand the impact on institutions and teaching methods that foster student learning across perspectives. This article will highlight the need for advancing first-year student curriculum through teaching socially just seminars. Specifically, the article…
Descriptors: Teaching Methods, Social Justice, First Year Seminars, Course Content
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Way, David Garrett – Journal of Faculty Development, 2018
This book has been structured to build a framework to guide the practitioner and to encourage their creation of tools that can be effective in guiding practice. It has been written and organized to prepare critically reflective teachers to take their place in society and to do that with the knowledge, personal framework and tools to be successful.…
Descriptors: Higher Education, Teaching Guides, Instructional Effectiveness, Educational Principles
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Pifer, Meghan J.; Reisboard, Dana; Staulters, Mimi; Li, Xiaobao; Gozza-Cohen, Mary; McHenry, Nadine; Schaming, Susan; Gilio, Brenda – Journal of Faculty Development, 2014
This article describes the evolution of a faculty scholarship symposium within the school of education at a regional comprehensive university. The article outlines the initial structure and goals of the symposium as well as the development of the model over time. The influence of leadership, culture, and individual goals and backgrounds are…
Descriptors: Scholarship, College Faculty, Schools of Education, Meetings
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Lightner, Robin; Benander, Ruth – Journal of Faculty Development, 2010
Student learning outcomes clarify the focus of a course. In creating student centered, concrete, measurable outcomes, the instructor creates a framework for coherent, integrated course design. Faculty may be resistant to writing student learning outcomes because of lack of time, teaching philosophy, job descriptions, assessment pressure and…
Descriptors: Outcomes of Education, Identification, Teacher Responsibility, College Faculty
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Qualters, Donna M. – Journal of Faculty Development, 2009
Creating change is one of the central objectives of faculty development as well as one of the significant challenges. This paper addresses a faculty development intervention called Dialogue which creates pathways to engage faculty in the process of changing their teaching practice. The study of two Dialogue groups in different academic settings…
Descriptors: Faculty Development, College Faculty, Teaching Methods, Intervention
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Killian, Larita J.; Brandon, Christopher D. – Journal of Faculty Development, 2009
Like other members of the academy, accounting professors are challenged to improve student learning. We must help students move beyond the "bean counter" role and develop higher-level skills such as analysis, synthesis, and problem-solving. The Significant Learning Taxonomy was used as a template to improve learning in an introductory accounting…
Descriptors: Active Learning, Classification, Accounting, Educational Improvement
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Hansen, Ken – Journal of Faculty Development, 2008
For many junior faculty in higher education, the reappointment, tenure, and promotion (RTP) process often proves to be stressful. Developing a strategy that includes a comprehensive understanding of department, college, and university expectations may assist junior faculty during the RTP process. The purpose of this article is to provide junior…
Descriptors: Higher Education, Tenure, Integrity, College Faculty