Ecology of Higher Education
Discusses the changes faculty are experiencing in higher ed, arguing "that faculty members represent neglected learners because we see only limited evidence that institutions have devised new practices and support structures to better align faculty’s day-to-day work with institutional goals and the future of higher education."
Argues that faculty need to re-conceive faculty development a passive process to faculty learning an engaged process. Lays out qualities for powerful professional learning.
"This publication makes the case for the urgent need to expand access to and success in high-quality educational programs for students traditionally underserved in higher education."
Faculty Development and Student Learning: Assessing the Connections - Inside Higher Ed Book review
Faculty Collaboratives: National Landscape Analysis of
Faculty Engagement in Student Learning Initiatives
Giving California Students a Compass - Final Report of "Give Students a Compass" in California, May, 2015
Summarizes a book that reports findings of a study at Carleton College and Washington State University which shows a positive cumulative impact of faculty participation in professional learning on student learning outcomes.
Brief article makes a case for connected learning environments for faculty learning, especially related to technology-enhanced active and problem-based learning and course redesign across disciplines and content areas.
Summary of a national survey of faculty engagement with student learning initiatives. Also includes links to other faculty surveys related to those initiatives.
Summarizes California’s “Compass” project, which focused on making general education in both CSUs and CCCs more integrative, engaging, and transferable. Includes case studies and lessons distilled. Free download.
Site from University of Nevada-Las Vegas’ teaching and learning center describes a faculty project to create more transparent assignments. Includes findings of a pilot study demonstrating positive impact on students’ self-reported skills, self-confidence, and sense of belonging. Benefits were greater for first generation, low-income, and underrepresented students. A template for transparent assignment design and links to publications are included.