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, CCRC
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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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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Press ReleasesPress Release
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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Research
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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Facilitator Notes: A Conversation with Lisa Levinson

Lisa Levinson is a facilitator with Faculty Guild. She has taught at the college and community college levels as both a full-time and adjunct faculty member. The following post captures some of her thoughts on a Faculty Guild fellowship. She provides great insight into which of the evidenced-based instructional practices she thinks faculty most commonly avoid and which ones they most intuitively understand.  

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Using Appreciative Inquiry

This article explores how one lecturer in higher education used an appreciative inquiry approach to enhance her teaching practice, including the positive impact strengths-based inquiry had on her planning for future enhancement of her teaching. 

Giles, D. & Kung, S. (2010). Using appreciative inquiry to explore professional practice of a lecturer in higher education: Moving towards a life-centric practice. Australian Journal of Adult Learning, 50(2), 208-322. 

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Online Teaching Practices and Appreciative Inquiry

This case study explores the use of appreciative inquiry in the online classroom and its relationship to adult learner motivation, engagement, and performance. The study indicated that using an appreciative inquiry approach has a positive impact on the learning environment regardless of discipline. 

Johnson, B.A. (2014). Transformation of online teaching practices through implementation of appreciative inquiry. Online Learning, 18(3), 1-21. 

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Active Learning Boosts Performance in STEM Courses

In this article from the Proceedings of the National Academy of Sciences, see how active learning significantly impacts student outcomes.

Scott Freeman, Sarah L. Eddy, Miles McDonough, Michelle K. Smith, Nnadozie Okoroafor, Hannah Jordt, Mary Pat Wenderoth. Proceedings of the National Academy of Sciences Jun 2014, 111 (23) 8410-8415; DOI: 10.1073/pnas.1319030111 

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Community of Practice Framework

This review examines the role that Wenger’s Community of Practice framework has played in online and blended learning research. 

Smith, S.U., Hayes, S., & Shea, P. (2017). A critical review of the use of Wenger's Community of Practice (CoP) theoretical framework in online and blended learning research, 2000-2014. Online Learning Journal, 21(1), 209-237. doi: 10.24059/olj.v21i1.963

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Finding Impact Through Storytelling 

Nashville was buzzing with excitement last week at the third annual Online Learning Consortium (OLC) Innovate conference. I have been lucky enough to attend and present at OLC Innovate for all three years of its existence, and, once again, I have come away with a renewed understanding of the important impact that innovative practice and technology have in our conversations about student and faculty success.

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Communities of Practice and Social Learning Systems

An overview of the evolution of the Community of Practice framework developed by Wenger and Lave and its relationship to systems theory.

Wenger, E. (2010) Communities of practice and social learning systems: the career of a concept. In Blackmore, C. (Editor) Social Learning Systems and communities of practice. Springer Verlag and the Open University. 

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ACE 2018: Looking Back to Look Forward

This weekend, the Faculty Guild team had the pleasure of participating in the 100th Annual Meeting of the American Council on Education (ACE) in Washington, DC. Throughout the event, we were pleased by the discussions on the connections between quality instruction and student outcomes. The conversations often began in different places, guided by institutions’ own histories. 

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