Faculty Development Opportunities: Peer Coaching, Learning Communities, and Mentoring

This research examines the need to provide meaningful, dynamic faculty professional development that is rooted in adult learning theory. The authors analyze the benefits of peer coaching, learning communities and mentoring as an alternative to passive professional development models. 

Hansman, C.A. &  McAtee, K.A. (2014). Faculty development opportunities: Peer coaching, learning communities, and mentoring. Journal of Education & Human Development3(1), 71-84.  

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Shared Spaces and Aspirations

In my role at Faculty Guild, I am often asked about the design of our Teaching Circles. Are they arranged by discipline? Faculty experience level? Institutional type? What goes into creating a Teaching Circle that will work well? What we have learned is successful communities of practice don’t follow a set formula. While we do consider certain components, one differentiating and important part of our process is that we do not define where a person may fit into a circle simply looking at a few categorical variables. 

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In Their Own Words

In November, I had the opportunity to talk one-on-one with more than 50 of the fellows who were participating with Faculty Guild in the fall of 2018. I learned so much about their experiences, their challenges and their aspirations—far more than could fit in one blog post. So, I’d like to focus on a sampling of the responses they gave to one of my favorite questions: “What advice do you have for future fellows?”

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Reflections From a Fellow: A Look Back on My Faculty Guild Fellowship

During my Faculty Guild fellowship, I looked forward to meeting each week with other faculty from across the country, at different levels and types of institutions, who care about students the way I do. We would share, talk and engage in online discussions about what worked and what didn’t work in our recent lessons. The opportunity to get input from colleagues about what they might have done if they were me and in my situation was deeply encouraging, uplifting and thought-provoking. To have those same colleagues praise my work and plan to implement my instructional strategies into their practice was humbling and edifying. 

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Founding Fellows Complete a Year of Reflection and Collaboration with Faculty Guild

Last month, we were thrilled to acknowledge the founding group of Faculty Guild fellows that completed a year-long fellowship! Representing Immaculata University, Montgomery College and Towson University, the cohort included full-time faculty, part-time faculty and graduate students in a range of disciplines, including allied health, biology, chemistry, communications, computer science and English. 

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Our Greatest Hits from 2018

As we prepare for a new academic term, we’re reflecting on the ideas we highlighted on our blog in 2018. Our top five blog posts included a reminder about the value of storytelling, an interesting Q&A with Dr. Gail Mellow and perspectives from other thought leaders. 

These are the stories that our readers responded to, engaged with and shared. We are grateful to our contributors and our growing community as we work to build a Teaching Success Movement. 

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A Culture that Values Professional Development of Teaching and Learning 

Given that the mission of most colleges and universities is teaching and learning, one would assume a primary part of their culture would be professional development around teaching. But, teaching expertise has evolved to mean expertise in content – leaving pedagogy largely overlooked. Unless campus leaders and faculty developers recognize that the history of our campuses has backed in a culture that is not conducive to pedagogical development, then the endeavor can feel like ramming up against a brick wall.   

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Supporting Adjunct Faculty to Advance Student Success in Community Colleges

In 2016, Achieving the Dream, a non-profit student success organization, provided six colleges with funds and support to experiment with strategies to engage adjunct faculty in the service of improving outcomes for students. The Community College Research Center (CCRC) partnered with ATD to assess the effort. A new CCRC brief summarizes baseline research on faculty experiences at the six colleges and describes strategies the colleges are employing to address part-time faculty members’ needs. 

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BlogSusan Bickerstaff
Is Teaching Quality the Next Front for Education Investors?

The Chronicle of Higher Education

Over dinner, [Dr. Gail] Mellow told [David] Yaskin about the book she had co-written, Taking College Teaching Seriously, which described the methodology she and hundreds of colleagues had developed in tackling the subject as part of a project called Global Skills for College Completion.

For Yaskin, it was a lightbulb moment. After reading the first chapter, he says, “I realized this is what I’m going to spend the next decade doing.”

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The Importance of Context: An Exploration of Factors Influencing the Adoption of Student-Centered Teaching Among Chemistry, Biology and Physics Faculty

This study examines departmental environment impacts that influence faculty adoption of evidence-based instructional practices in specific STEM fields (chemistry, biology, physics) at a single, large research university. 

Lund, T.J. & Stains, M. (2015). The important of context: an exploration of factors influencing the adoption of student-centered teaching among chemistry, biology, and physics faculty. International Journal of STEM Education, 2(13). DOI 10.1186/s40594-015-0026-8

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Faculty Guild to Scale Faculty Development Model Pioneered by LaGuardia Community College Foundation

Faculty Guild, an educational services and technology organization focused on improving student outcomes through purposeful teaching, today announced that it has exclusively licensed the research, methodology and assets of the Global Skills for College Completion (GSCC) project, led by the LaGuardia Community College Foundation. LaGuardia Community College is one of 24 institutions within The City University of New York. 

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Achieving a Scaled Implementation of Adaptive Learning through Faculty Engagement

This paper presents a case study describing the implementation of adaptive learning at Colorado Technical University (CTU) with a focus on faculty adoption. A number of barriers to the adoption of technology will be discussed and more importantly, how CTU overcame these barriers.

Johnson, Constance and Zone, Emma (2018) "Achieving a Scaled Implementation of Adaptive Learning through Faculty Engagement: A Case Study," Current Issues in Emerging eLearning: Vol. 5 : Iss. 1 , Article 7. 

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Toward ‘Hybridised’ Faculty Development for the Twenty-First Century

This article highlights the benefits of communities of practice for faculty and the importance of leveraging both online and face-to-face interaction to maximize the impact of professional development. 

Brooks, C. (2010). Toward ‘hybridised’ faculty development for the twenty-first century: blending online communities of practice and face-to-face meetings in instructional and professional support programmes. Innovations in Education and Teaching International, 47(3), 261-270. DOI: 10.1080/14703297.2010.498177 

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