The peer review processes for promotion and tenure and for continuing appointment provide committees with what’s needed to make overall judgments about the quality of
Research work exploring faculty–student relationships continues, and it provides deeper insights than course evaluation into the role of these relationships in promoting learning. All the
Most teachers think they should. Almost all make an effort and feel guilty when they fail. In the literature, learning students’ names is widely advocated
Collaborative course development is a course design model where “students are asked to play more formative, active roles than in traditional models, with the intent
Many of our course revisions happen without much planning. A new idea comes down the pike, an interesting technology option becomes available, a colleague shares
Getting students to take advantage of office hours remains a challenge. Most of the time only a small percentage of students show up and often
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
I remember the first time I tackled the controversial subject of students as customers. It was in an in-house newsletter, well before the advent of
Participation continues to be one of the most common methods faculty use to get students involved in their learning. It’s a go-to strategy for many,
Here’s one of those articles that really shouldn’t be missed, particularly for those with interest in making teaching and learning more evidence-based. Current thinking about
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