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
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.Read More
Faculty Guild, an educational services and technology organization focused on improving student outcomes through purposeful teaching, today announced that it has partnered with more than 35 higher education institutions to help them reimagine their approaches to faculty development and support.Read More
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.Read More
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.Read More
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.Read More