This week, Rutgers University—Newark launches ACUE’s Course, and a professor stresses the importance of training new PhDs in effective pedagogy.
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Teaching excellence partnership. Rutgers University—Newark has made ACUE’s Course a cornerstone initiative of its P3 Collaboratory, a new program to support the existing and emerging professoriate. (Star-Ledger)
Emphasis on instruction. Donna Fletcher stresses the importance of teaching new PhDs how to improve their instruction, adding that ACUE can help universities make quality teaching a higher priority on their campuses. (University Business)
Peer fears. Students often get frustrated by the peer review process, but small refinements can ensure that these sessions are helpful to students, David Gooblar writes. (Pedagogy Unbound)
Tabling traditional teaching. The changing role of faculty means that professors are increasingly expected to focus on their work as instructors, says Steve Mintz. (Higher Ed Gamma)
Administrators in the classroom. A CUNY dean writes that teaching at least one class per semester has helped him stay connected to both students and faculty at his institution. (The Chronicle of Higher Education – Paywall)
Growing as professors. Bonni Stachowiack shares highlights from the latest Lilly Conference, including a presentation from Stephen Brookfield about the need to continually evolve as an instructor. (Teaching in Higher Ed)
Compelling critical thinking. Instructors can develop students’ critical thinking skills by crafting assignments that include relevant issues and opportunities for students to ask questions, John Warner writes. (Just Visiting)
Documenting drafts. A professor explains how video-grading software has helped him improve his feedback. (Higher Ed Professor)
