Faculty Guild Expands Online Learning Community Platform for Fall 2019 Academic Term

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.

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How Faculty Fellow Sora Rosen Assesses Baseline Knowledge

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. 

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Faculty Guild Announces Partnership with The K. Patricia Cross Academy to Help Higher Education Faculty Accelerate Academic Innovation

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.

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How Faculty Fellow Mike Riley Demonstrates Caring

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.” 

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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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