Dr. Meaghan Duff Joins Faculty Guild as SVP of Partnerships and Strategy

Duff has led professional learning at EDUCAUSE, served as executive director of the Personalized Learning Consortium at the Association of Public Land-grant Universities (APLU) and worked as vice president of corporate and business development at Blackboard. She continues to teach in her discipline as an associate lecturer at the University of Massachusetts-Boston.  

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Supporting Online Faculty Through a Sense of Community and Collegiality

This study examines the experiences of both tenure-track and non-tenure-track online faculty and their desire for professional development that extended beyond technical assistance to a supportive, collegial community of practice designed to support faculty teaching online. 

Terosky, A., & Heasley, C. (2015). Supporting online faculty through a sense of community and collegiality. Online Learning19(3), 147-161. 

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Flipped Classroom Modules for Large Enrollment General Chemistry Courses

This article examines the use of a flipped classroom approach in a large, introductory chemistry course, which resulted in improved student outcomes compared to non-flipped, lecture-based approaches. 

Eichler, J.F., & Peeples, J. (2015) Flipped classroom modules for large enrollment general chemistry courses: a low barrier approach to increase active learning and improve student grades. Chemistry Education Research and Practice17, 197-208. doi:10.1039/C5RP00159E

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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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