Higher education faculty have many responsibilities, with teaching as arguably the most public of those yet also the task for which many are least prepared. Professional development around teaching and learning can provide faculty with the knowledge and skills needed to improve student learning while also improving job satisfaction. The present paper describes the use of faculty learning communities as a best practice for professional development around teaching. Such communities engage a group of participants over time and provide a way to impart knowledge and resources around teaching and learning, encourage application of new skills in the classroom, and evaluate and refect on the effectiveness of those trials. Research shows that time spent in faculty learning communities translates into improvements in both teaching effectiveness and student learning. Resources are provided for administrators interested in developing and supporting faculty learning communities around teaching and learning.
Sport management was acknowledged early in its formative years as an academic area with great potential for success in the academy. Due largely to the efforts of members of the North American Society for Sport Management (NASSM), sport management quickly became entrenched in academe and is starting to be recognized as an academic area of merit. It is important to manage our overall program excellence as we move from “potential” to “merit” if sport management is to thrive as an academic discipline and profession. It is particularly important to mange our merit since our transition phase occurs amidst many changes and challenges (e.g., the student as consumer; under-representation of National Association for Sport and Physical Education/NASSM Approved Programs; under-recognition of sport management teaching excellence, and diminishing service roles and interests within industry and academe). The purpose of this essay is to posit approaches through which sport management’s educational programs might maintain their well-earned meritorious reputations amid shifting academic and social cultures. This essay is the text of the 2003 Dr. Earle F. Zeigler Lecture presented on May 30 at the 18th Annual Meeting of NASSM in Ithaca, New York.
Duane Knudson, Ting Liu, Dan Schmidt, and Heather Van Mullem
-campus collaborative opportunities, but he or she may also struggle with an atmosphere that emphasizes teaching over research. As a result, we have had success with retention when hiring junior faculty who demonstrate teaching excellence first and foremost, along with a productive and sustainable research agenda. Thus
Sheri J. Brock, Christina Beaudoin, Mark G. Urtel, Lisa L. Hicks, and Jared A. Russell
specific information related to assigned courses (e.g., syllabi and course outlines) to begin preparing daily content. Upon arriving on campus, GTAs participate in orientations conducted by the School of Kinesiology and the Biggio Center for Teaching Excellence, a program for AU faculty and graduate
Paul Carpenter, Karen Stylianides, Rebecca Weiler-Timmins, Andrea Randolph-Krisova, Kelly Sprinkle, and Rosa Angulo-Barrosso
pressure, supported teaching excellence, and inspired colleagues to create and research together. Conclusion The complexity that characterizes the work of educators was intensified during the COVID-19 pandemic. The immediacy and urgency of responses to this evolving situation positioned educators as front
Chan Woong Park and Matthew D. Curtner-Smith
work that they did. Specifically, in his study of 300 predominantly early career FMs, Tierney ( 1997 ) found that to gain the approval and trust of senior FMs, junior FMs worked long hours in order to prove their commitment to the profession. Moreover, if teaching excellence was prioritized by an
Corina van Doodewaard
. , & Whelan , P. ( 2015 ). Teaching excellence and pedagogic stratification in higher education . International Studies in Widening Participation, 2, 29 – 43 . Cameron , N. , & Humbert , L. ( 2020 ). ‘Strong girls’ in physical education: Opportunities for social justice education . Sport
Shannon Kerwin and Kirsty Spence
so they may better prepare students by both stimulating their vertical development and enhancing their perceived LE as they exit university and start their careers. Acknowledgment The data within this manuscript were collected as a result of a Brock University Chancellor’s Chair for Teaching