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AI-Powered Teaching: Practical Tools for Community College Faculty

Faculty Focus

This article explores AI’s historical evolution, critically assesses its benefits and challenges for teaching, and provides evidence-based strategies for faculty to integrate AI effectively. How can it enhance teaching without diminishing faculty agency? What are its merits and limitations?

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Seven ways to leverage faculty development for student success

Inside Higher Ed

Image: Maximizing faculty development’s impact on student success and equitable learning requires targeted action. The report , which is based on survey and interview data from 95 responding institutions, also draws on evidence-based standards for high-impact faculty development.

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It Makes a Difference When Teachers Care

Faculty Focus

This article first appeared in The Teaching Professor on November 30, 2015 © Magna Publications. 126) And that’s what prompted a faculty research team at North Carolina State University to undertake a qualitative analysis of a collection of feedback students had prepared for faculty. (p. All rights reserved.

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Faculty development to improve student outcomes at community colleges (opinion)

Inside Higher Ed

Jaeger describe a new model that leverages faculty professional development to improve student outcomes at community colleges. Trending: Live Updates: liveupdates0 Most Popular: 3 In-Article Advertisement High: 6 In-Article related stories: 9 In-Article Advertisement Low: 10 Include DNU?: Stout and Audrey J.

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AI-Powered Teaching: Practical Tools for Community College Faculty

Faculty Focus

This article explores AI’s historical evolution, critically assesses its benefits and challenges for teaching, and provides evidence-based strategies for faculty to integrate AI effectively. How can it enhance teaching without diminishing faculty agency? What are its merits and limitations?

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Enhancing Access, Engagement, and Inclusion in Online Education

Faculty Focus

As students enter the online classroom, they bring with them diverse educational experiences, backgrounds, and expectations of faculty interactions. Such strategies equip faculty with the tools to effectively respond to students’ needs (Rahimi et al., Mentors can be faculty members, alumni, or industry professionals.

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Embracing the Silence

Faculty Focus

This article first appeared in The Teaching Professor on December 17, 2018 Magna Publications. The post Embracing the Silence appeared first on Faculty Focus | Higher Ed Teaching & Learning. All rights reserved. Try a FREE three-week trial of The Teaching Professor! First snowflakes of the season today. Birkel, ed.,

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