News Archives - Page 3 of 6

Excellence in Every Class: LEAP and the Instructional “Black Box”

The definition of a well-educated college graduate? Someone who thinks critically and creatively. Who inquires, analyzes, and integrates learning. Who communicates persuasively. Someone who is literate, with information and quantitatively, and can work in teams to solve problems of... Read more

How ‘high-impact’ are our strategies for implementing high-impact practices?

January 8, 2018
Penny MacCormack
News
California State, High-Impact Practices in the States, National Association of System Heads
0

A consensus is emerging that high-impact practices must, at a minimum, require that students: • reflect, at a metacognitive level, on the assignment or activity; • make a sustained effort over a period of time that culminates in a major piece... Read more

The Future of Undergraduate Education

December 13, 2017
Laura Berlinsky-Schine
Featured, News
American Academy of Arts & Sciences, effective teaching
0

“Institutions need to devote far more attention to and support for the quality of teaching and the teaching workforce and become more purposeful, effective, and efficient—reengineering their systems to focus on student completion,” says the American Academy of Arts... Read more

Change Magazine: “ACUE Makes the Link”

November 15, 2017
administrator
Featured, News
Amy Chasteen, Bonnie Veysey, Catherine Haras, Daniel Julius, Deborah Hecht, eduardo padrón, José Bowen, kevin reilly, linda nilson, Mary E. Brown, Molly Corbett Broad
0

Teaching takes center stage in this fall’s issue of Change: The Magazine of Higher Learning, and ACUE is honored to share the spotlight. Alongside articles by George Kuh, Ken O’Donnell, and Carol Geary Schneider on high-impact practices, José Antonio Bowen and C. Edward... Read more

Student-Centered Education, Self-Evaluation

November 8, 2017
Laura Berlinsky-Schine
News
Bonni Stachowiak, student-centered, Teaching in Higher Ed, University of Montana
0

An educator calls for a new, student-centered education model, and a professor's experiment involving students in their own grading process yields surprising results. Read more

Measuring the Impact of Faculty Development on Student Achievement

November 2, 2017
Laura Berlinsky-Schine
ACUE Partner News, Featured, News
ACE, american council on education, faculty development, Molly Corbett Broad
0

The best way to advance and recognize the rightful place of faculty in student success efforts is to invest in and demonstrate the impact of evidence-based instruction on student achievement. So argues the American Council on Education (ACE), with... Read more

Realizing a “New Normal” of Evidence-Based Instruction

October 11, 2017
Laura Berlinsky-Schine
Featured, News
AAU, John Pollard, Kelly Hogan Thomas Freeman, Paul Blowers, viji sathy
0

In a provocative new report, AAU President Mary Sue Coleman calls for a “new normal” in which “all faculty members will both use and be rewarded for using evidence-based approaches to instruction.” In the paper—a progress update on AAU’s... Read more

ACUE’s Learning Design Earns Quality Matters Certification

May 31, 2017
Geoff Decker
News
Course in Effective Teaching Practices, Effective Teaching Practices
3

Quality Matters (QM), a leader in quality assurance of online and blended learning, has awarded its nationally recognized Quality Matters Certification to the Association of College and University Educators’ (ACUE) Course in Effective Teaching Practices. Following QM’s in-depth evaluation... Read more

Video: Students Become the Experts at Housatonic Community College

May 24, 2017
Laura Berlinsky-Schine
ACUE Partner News, News
Course in Effective Teaching Practices, cscu
6

A community college professor gives her class a boost with an active learning technique called the jigsaw exercise. Read more

Seeking Better Student Outcomes? Start With Improving Instructional Quality

May 8, 2017
acuecommunity
ACUE Partner News, News
american council on education, Rutgers University Newark
0

Today’s postsecondary students are increasingly being taught by part-time faculty. Currently, contingent faculty—part-time and full-time non-tenure-track faculty—are responsible for about 75 percent of college and university instruction, and that number is expected to increase each year for the foreseeable... Read more

Category: News

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