Academic Leadership

Understanding the Role of Intuition in Teaching

What is intuition? It’s one of those terms that is hard to get a handle on. And yet teachers rely on their intuition every day. A situation unfolds in class: some kid in the back moves restlessly and takes an iPod out of his back pack. Those sitting nearby look at what he’s doing. A couple of them start whispering as he continues to fuss with his iPod. Some students in the next row glance backward. The teacher continues to present information. She pauses to ask a question, and all the while she’s sees what’s happening in the back of the room. She rightly assumes that she’s lost the attention of students back there. She opts for an abrupt break in the instructional action. She stops talking, turns to the board and, without speaking, writes a question there. Then she faces the class. “Stand up. Everybody stand up.” Students shuffle to their feet. “Now look at this question. Spend the next couple of minutes talking with the persons around you. In two minutes I want answers and examples.”

Maryellen Weimer, PhD May 29, 2013

Making Academic Advising an Institutional Priority

If some faculty do not fully embrace their role as academic advisor, don’t assume that they are indifferent to students’ needs or feel that advising is strictly a student affairs function. More likely, this reluctance is due to a lack of preparation and support.

Rob Kelly May 16, 2013

Each Academic Program Has a Part in Teaching Diversity

As the student body becomes increasingly diverse, it’s important to have faculty incorporate multicultural design into their courses regardless of discipline. Although it may not seem that all disciplines lend themselves to including multiculturalism as a learning goal, consider how Christine Stanley and Mathew Ouellett frame the issue.

Rob Kelly May 2, 2013

Exploring the Impact of Institutional Policies on Teaching

Here are three questions of interest to those of us concerned with institutional support of teaching: 1) Is the strength of an institution’s “culture of teaching” or policy support for teaching and learning reflected in faculty members’ pedagogical practices? 2) Are “cultures of teaching” more prevalent at institutions with “learner centered” policies? 3) Do the relationships between institutional policies, faculty cultures, and teaching practices differ across institutional types?

Maryellen Weimer, PhD April 19, 2013

A Data-Driven Approach to Student Retention and Success

Higher education institutions generate a wealth of data that can be used to improve student success, but often the volume of data and lack of analysis prevent this data from having the impact it could have. “I think it’s hard for the general faculty population or administrator population to really have a handle on the data that is really driving decisions,” says Margaret Martin, Title III director and sociology professor at Eastern Connecticut State University. “They don’t get a chance to see it or they just get very infrequent information about it. So there may be too much data, but it’s often not communicated effectively to people in ways that are both understandable and useful to them.”

Rob Kelly February 5, 2013

Building a Collegial, Cooperative Department

For the past 25 years Bernard Sorofman has worked to build and maintain a collegial team within the department of pharmacy practice and science at the University of Iowa. In an interview with Academic Leader, he shared his techniques.

Hire right.
“It begins with recruiting great people who are able to work with others,” Sorofman says. “If you get the right people who are happy working together and are collegial, everything else will fall into place.”

Rob Kelly October 18, 2012

Academic Freedom Do’s and Don’ts for Faculty and Administrators

Have you have heard of Garcetti v. Ceballos? This 2006 U.S. Supreme Court case involving Gil Garcetti, a district attorney for Los Angeles County, and Richard Ceballos, a deputy DA, had nothing to do with higher education and yet it has had a profound effect on the academic workplace, particularly at state-supported colleges and universities.

Mary Bart October 16, 2012

To Promote a Collegial Workplace, Invest in People

When you attend a conference, particularly one geared toward academic leadership issues, you’ll find that the most heavily attended sessions are often the ones that focus on collegiality and conflict management. In the face of what seems to be an increasingly uncivil society, the call for collegiality has never been louder.

Mary Bart October 5, 2012

Implementing High-Impact Learning Across the Institution

High-impact learning practices—first-year seminars, learning communities, service-learning, undergraduate research, and capstone experiences—can provide intensive learning for students and improve retention, persistence to degree, and postgraduate attainment. However, to be effective, institutions need high-level support and cross-divisional collaboration, says Lynn E. Swaner, a higher education consultant and coauthor (with Jayne E. Brownell) of Five High-Impact Practices: Research on Learning Outcomes, Completion, and Quality (Association of American Colleges and Universities, 2010). In an interview with Academic Leader, Swaner talked about her research and offered suggestions on successfully implementing these practices.

Rob Kelly August 23, 2012

Faculty Collegiality as a Synergistic Agent

I have had the privilege to be invited to many campuses to speak about strategies for incorporating a collegial-mindset within the university. A campus culture that values collegiality and civility is among the most important contributions a university can make. Academic departments recognize the desirability of a collegial environment for faculty members, students, and professional employees and that such an environment should be maintained and strengthened throughout the university. In an environment enhanced by trust, respect, and transparency faculty members can be revivified so that they can play an active and responsible role in academic matters. A collegial relationship is most effective when peers work together to carry out their duties and responsibilities in a professional manner.

Robert E. Cipriano EdD August 15, 2012

Academic Leadership

Stay Updated with Faculty Focus!

Stay Updated with
Faculty Focus!