Posts Tagged: faculty

Representatives from Strada Education Network, the Career Leadership Collective, and the Association of College and University Educators joined forces to facilitate the session “From Impactful Classes to Rewarding Careers: The Unique Influence of Faculty on Students’ Career Readiness and Satisfaction” to a packed room of highly engaged attendees at ACE2019.

Just as important as creating interest in STEM among students is achieving a more diverse STEM faculty. Having more role models can help students better imagine a similar career trajectory for themselves. Suzanna Rose of Florida International University looks at how institutions can pursue equity and representation among their faculty.

A new working paper by Princeton University’s Andrew Langan provides evidence on the effects of female department chairs on workforce composition, gender pay gap, and academic department promotion.

The Policy and Planning Committee of Columbia University released an equity study on university-wide and core division trends for faculty of color and women faculty based on online surveys, in-person interviews, and department- and university-level data.

A recent report by the American Association of University Professors finds a decline in tenure-track positions at U.S. institutions, which could change the culture of higher education.

An overarching goal of STEM education research is to identify how to improve STEM learning environments through the lenses of education and social science. To make this work most effectively, this research needs to be shared with individuals directly involved in teaching or managing STEM courses. Ahlam Lee of Xavier University discusses how to make this happen.

Among the many challenges college and university presidents face, the need to address contingent faculty roles and related work policies is among the most pressing, according to Adrianna Kezar and Daniel Scott of the University of Southern California.

The Delphi Project on the Changing Faculty and Student Success has announced the inaugural Delphi Award, which is designed to recognize campuses that have made changes to their policies and practices for college instruction, particularly for the non-tenure-track faculty. One 2-year and one 4-year institution will be chosen each year for the $15,000 award. The submission deadline is June 1, 2018.

Efforts to improve the quality of instruction surface very differently across institutions based on mission, structure, approach, and population served. During a packed session at ACE2018, presenters delivered three 20-minute micro-sessions to thread the needle of technology-enhanced teaching and learning through the institutional, research, and instructional practice perspectives.

A new study by the Center for Research and Reform in Education (CRRE) at Johns Hopkins University, in collaboration with the Office of Institutional Effectiveness at Miami Dade College (MDC), finds that students gave faculty credentialed by the Association of College and University Educators (ACUE) statistically higher marks when compared to college-wide averages.

For most college instructors, regular participation in their teaching development is neither a workplace expectation nor a professional obligation. Yet faculty who regularly participate in professional development improve their students’ chances for success.

Nicole Roach, chief diversity officer at Webster University, writes that you can spend as much money as you want to recruit a more diverse student body and faculty. But if your institution does not practice inclusion at all levels, they will eventually leave for an institution that does.