Advice for New Faculty Teaching Undergraduate Science

2006 ◽  
Vol 83 (3) ◽  
pp. 401 ◽  
Author(s):  
Andri L. Smith ◽  
Sarah L. Keller
Keyword(s):  
New Faculty ◽  
Faculty Teaching ◽  
Undergraduate Science

A Faculty Teaching Mentor Program: Supporting, Engaging, and Retaining New Faculty

2017 ◽  
Vol 28 (1) ◽  
pp. 15-18
Author(s):  
Susan Lynch ◽  
Cynthia Barrere ◽  
Lisa O'Connor ◽  
Laima Karosas ◽  
Jean Lange
Keyword(s):  
Mentor Program ◽  
New Faculty ◽  
Faculty Teaching

scholarly journals Shared Expectations: Identifying Similarities And Differences Between Student And Faculty Teaching Values Based On Student Evaluation Of Faculty Classroom Performance

2011 ◽  
Vol 1 (7) ◽  
Author(s):  
Gregory P. Trudeau ◽  
Kathleen J. Barnes
Keyword(s):  
Faculty Member ◽  
Student Evaluation ◽  
Faculty Members ◽  
Doctoral Degrees ◽  
Classroom Performance ◽  
New Faculty ◽  
Faculty Teaching ◽  
Area Of Concern ◽  
Teaching Dimension ◽  
Student Evaluation Of Faculty

New faculty have an inordinate amount of resources, financial and other, invested in their doctoral degrees. Yet, the first few years can be overwhelming adapting to the plethora of academic life demands. One area of concern that all new faculty deal with is attempting to decode the various stakeholder groups (i.e., students, colleagues, personnel committee, administration, community and industry members, respective profession colleagues) expectations of the new faculty member and reconciling those with their own personal goals and aspirations. Knowing what each group considers important and highlighting similarities or differences allows new faculty to address stakeholder expectations to better position themselves for a successful and fulfilling career.This paper derives from a study that looked at the two groups (i.e., students and department colleagues) expectations who most closely affect the daily life of the new faculty member. Study respondents were ask to identify which teaching dimension each group valued most from a list of thirteen questions used by students in evaluating faculty members classroom performance. Students and faculty members concurred in their clear preference for the instructor knowing the material being presented and the instructor explaining the material in a clear and understandable manner, but differed in their view of the least important teaching dimension depicting a faculty members classroom performance. The faculty members surveyed concurred with the student ranking that the instructor increasing the students interest in the subject matter was the second least important teaching dimension depicting a faculty members classroom performance. This teaching dimension was only superceded by the faculty ranking that the amount of work required being appropriate for the number of credits offered and the student ranking that the instructor stimulating questions was the least important teaching dimension depicting a faculty members classroom performance.

Faculty Teaching Goals, 1968-1973

1976 ◽  
Vol 24 (2) ◽  
pp. 298-307 ◽  
Author(s):  
Gerald M. Platt ◽  
Talcott Parsons ◽  
Rita Kirshstein
Keyword(s):  
Faculty Teaching ◽  
Teaching Goals

Transitioning to Blended Learning: Understanding Student and Faculty Perceptions

2011 ◽  
Vol 15 (1) ◽  
Author(s):  
Nanette P. Napier ◽  
Sonal Dekhane ◽  
Stella Smith
Keyword(s):  
Blended Learning ◽  
Student Performance ◽  
Liberal Arts ◽  
Faculty Perceptions ◽  
Liberal Arts College ◽  
Final Exam ◽  
Face To Face ◽  
Faculty Teaching ◽  
Face To Face Instruction ◽  
The Impact

This paper describes the conversion of an introductory computing course to the blended learning model at a small, public liberal arts college. Blended learning significantly reduces face-to-face instruction by incorporating rich, online learning experiences. To assess the impact of blended learning on students, survey data was collected at the midpoint and end of semester, and student performance on the final exam was compared in traditional and blended learning sections. To capture faculty perspectives on teaching blended learning courses, written reflections and discussions from faculty teaching blended learning sections were analyzed. Results indicate that student performance in the traditional and blended learning sections of the course were comparable and that students reported high levels of interaction with their instructor. Faculty teaching the course share insights on transitioning to the blended learning format.

WORKSHOP FOR EARLY CAREER GEOSCIENCE FACULTY: TEACHING, RESEARCH, AND MANAGING ONE’S CAREER

2017 ◽  
Author(s):  
Rachel J. Beane ◽  
◽  
R. Heather Macdonald ◽  
Richelle M. Allen-King ◽  
Tessa M. Hill ◽  
...  
Keyword(s):  
Early Career ◽  
Faculty Teaching ◽  
Teaching Research
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