Since a big part of the Reflective Teaching Fellowship™ includes asynchronous communication, we spend a lot of time understanding how our fellows want to engage with one another in order to have the most productive and valuable professional development experience possible. For the fall 2019 academic term, we’re excited to introduce new functionality to our platform.Read More
The Baseline Knowledge Tag encourages Faculty Guild fellows to consider different ways to evaluate what students know at the beginning of the course, course segment or day’s lesson in order to create a baseline of student knowledge that can be compared against what students know at the end of the course, course segment or day’s lesson.Read More
Through the partnership, the Cross Academy’s Teaching Technique Video Library of more than 40 instructional videos will be aligned to the Faculty Guild framework of evidence-based instructional practices. The videos will be recommended, together with other resources, by Faculty Guild facilitators to faculty fellows participating in its Reflective Teaching Fellowship.Read More
The Caring Tag challenges Faculty Guild fellows to build personal connections with their students both inside and outside of the classroom. Sometimes, after several weeks into their fellowship, faculty will notice that they haven’t made use of the Caring Tag. “I’m surprised by this,” they’ll often say, “because I really care about my students.”Read More
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.Read More
In this webinar recording, we highlight the work of the Kentucky Community and Technical College System and hear directly about the connections they are making between sustained faculty development, classroom instruction and student success.Read More
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 Learning, 19(3), 147-161.Read More
In this webinar recording, we highlight the work of Harford Community College and hear directly about the connections they are making between sustained faculty development, classroom instruction and student success.Read More
In this recorded session, some of the Hawaii Community College faculty who have participated in Faculty Guild fellowships share what they have learned and how it has changed their teaching.Read More
Over the last 12 months, we have spoken with hundreds of institutions about how they are supporting the professional growth of faculty. Without fail, there are three questions that faculty, teaching and learning center directors and institutional administrators always ask — so let’s answer them.Read More
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 Practice, 17, 197-208. doi:10.1039/C5RP00159ERead More
In 2018, Harford became a member of Achieving the Dream, a national network of community colleges seeking to advance student success. Informed by its own data, the institution has been evaluating and adopting broad-scale ideas to best support the 21st-century learner.Read More
In this recorded session, we talked to two Faculty Guild facilitators and heard their experiences working with our innovative faculty fellows.Read More
How can faculty excite students, deliver rich content and ensure learning outcomes are achieved in a class that meets one time per week for nearly three hours? In this Teaching Spotlight, Casey Fisher, a part-time faculty member at Towson University, talks about his experience with introducing student-led presentations.Read More
Towson recognized it needed to consider new approaches to faculty development. “For real change to take hold, we had to think differently about ourselves. This is where Faculty Guild came in,” said Jane Neapolitan, Ed.D., assistant provost in the Office of Academic Innovation.Read More
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 Development, 3(1), 71-84.Read More
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.Read More
In this complimentary webinar, we highlighted the work of the College of Southern Maryland and heard directly about the connections they are making between sustained faculty development, classroom instruction and student success.Read More
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?”Read More