An instructor's explanatory syllabus prompts a discussion of how students perceive new learning models, and how much they want to know about pedagogy before a class begins.
Jan. 22, 2018 -- Inside Higher Ed's 2018 Survey of College and University Chief Academic Officers was conducted in conjunction with researchers from Gallup. Inside Higher Ed regularly surveys key higher ed professionals on a range of topics.
On Thursday, Feb. 22, at 2 p.m. Eastern, Inside Higher Ed presented a free webcast to discuss the results of the survey. Watch the webcast here.
The Inside Higher Ed Survey of College and University Chief Academic Officers was made possible in part with support from Jenzabar, Macmillan Learning, Portfolium, VitalSource and Wiley.
And we invite you to sign up here for a free webcast on the themes of the booklet, featuring Inside Higher Ed's editors, on Tuesday, June 19, at 2 p.m. Eastern. Register or find out more now.
This booklet was made possible in part by the advertising support of Top Hat.
Historians urge departments to give their graduate students the confidence, skills and support to succeed in whatever career paths they choose. That means going out of their way to avoid implying that nonfaculty jobs are somehow “less than.”
Such learning is not only possible but also measurable, write Rebecca and Daniel Haggerty, who describe an approach that other institutions might consider adopting.
A departmental committee told a professor he had to teach Judith Butler in his class in the name of gender balance. He refused. As for Butler, she doesn’t want her work forced on him.
A professor is set to challenge his termination over sexual harassment next week as another across the country was placed on leave. On yet another campus, students celebrate the recent departure of a professor found to have committed misconduct.
Having a theory of how people learn would allow teachers to plan pedagogy more effectively and examine all factors relevant to learning, argue Stephen L. Chew and William J. Cerbin.
Major study by American Academy of Arts and Sciences seeks change in curriculum and assessment, commitment to funding public higher education, new ideas about the faculty role, and more.
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