Remove Faculty Development Remove Higher Education Remove Organization
article thumbnail

The Silent Crisis: Bullying Among Nurse Educators in Higher Education

Faculty Focus

The Scope of Bullying in Nursing Academia Bullying in higher education is a widespread and systemic issue. Keashly and Neuman (2010) found that faculty members in academia frequently experience bullying behaviors, including persistent criticism, professional exclusion, and attempts to damage their reputation. Levecque, K.,

article thumbnail

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.

university leaders

Sign Up for our Newsletter

This site is protected by reCAPTCHA and the Google Privacy Policy and Terms of Service apply.

Trending Sources

article thumbnail

The Silent Crisis: Bullying Among Nurse Educators in Higher Education

Faculty Focus

The Scope of Bullying in Nursing Academia Bullying in higher education is a widespread and systemic issue. Keashly and Neuman (2010) found that faculty members in academia frequently experience bullying behaviors, including persistent criticism, professional exclusion, and attempts to damage their reputation. Levecque, K.,

article thumbnail

The Shift in Digital Learning Modalities: Is Higher Education Ready?

WCET Frontiers

Some senior faculty are not able to fill their course loads during in-person traditional timeframes. Some faculty and staff now live in other states. An accrediting team questioned an institution as to why faculty development was not keeping up with increases in digital courses. Buildings feel a bit emptier.

article thumbnail

How You Can Habituate the Circular Model of Reflection: Before-Action, During-Action, After-Action, and Beyond-Action

Faculty Focus

Further, reflection-after-action may not have the highest return of effort; or be the main task that drives the 20% of the effort that could result in the 80% of desired outcomes, the so-called 80/20 rule of which has been integrated in higher education. He is also a Faculty Fellow for Collaborative Development for Innovative Teaching.

Model 58
article thumbnail

Using the LMS Effectively to Reduce Logistical Challenges for Students 

Faculty Focus

A key theme here is the organization and consistent use of the LMS by faculty. She specializes in faculty development and training, distance education, and instructional design. When each of their professors has a different organizational approach, different ways of labeling modules (e.g., Melissa Samaniego, Ed.D.

Students 122
article thumbnail

Using the LMS Effectively to Reduce Logistical Challenges for Students 

Faculty Focus

A key theme here is the organization and consistent use of the LMS by faculty. She specializes in faculty development and training, distance education, and instructional design. When each of their professors has a different organizational approach, different ways of labeling modules (e.g., Melissa Samaniego, Ed.D.

Students 105