The signs of a fundamental shift in the attitudes, motivations, and learning expectations of students deciding where to attend college or university are well established. Due to rising costs (e.g.,
Faculty and students are not on the same page about what makes a course rigorous. Draeger, del Prado Hill, and Mahler (2015) find that “faculty perceived learning to be most
The annual Delphi Award presents a $15,000 cash award to each of two applicants who have worked to support non-tenure-track, contingent and/or adjunct faculty. In the first installment of this
For decades, campuses have hired increasing numbers of non-tenure track faculty. The number of adjunct faculty is now more than 52 percent of faculty nationally and full-time non-tenure track make
When presenting at conferences, I often start by saying I have been in a classroom for 65 years. Of course, that includes my own time as a student starting at
Despite a great deal of research on course evaluations, institutional policies and practices are not always well informed by that research. Faculty are often not as informed as they should
Editor’s Note: This article is the second installment of a three-part series on conversations about course ratings. Last month explored how to frame a discussion with a faculty member who
Talking with faculty about end-of-course ratings is generally a high-stakes conversation where merit raises, promotions, or permanent contracts are on the line or at least hovering in the background of
Several years ago, I wrote a post for my blog that listed things department chairs could say about teaching that faculty would love to hear. Of course, to be meaningful,
Laurence Boggess has had an interesting career path to his current position as the director of faculty development for the Penn State World Campus. After 25 years as a K-12
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