L Milne's List: Educational Development Programs

This program, known at MSU as the FTCP, is now in the fourth year. Faculty who register are placed in small communities of between 6-10 from various disciplines based entirely on when they are available to attend. Sessions are held, on average, once each month, for a total of 90 minutes each session. Topics include course design and redesign, active learning strategies for the classroom, and teaching with technology. Each participant also is assigned a peer faculty consultant who observes one course and talks to students in the course, ultimately sharing information gained in the process (this is totally confidential). Each participant also completes some kind of project in an attempt to further aid student learning.

The Doctor Is In Program offers faculty one-on-one help in using instructional technologies in their teaching. Activities that faculty receive help with include preparing Blackboard course content, working with course blogs, scanning and editing images, creating online quizzes, and making changes to their websites.

Our "doctors" are instructional technology professionals from Academic Computing, Media Services, and the Center for Teaching & Learning.

Guide published in 1997 NTLF by Tom Creed, describing the SGID process he used at St. John's University/College of St. Benedict. "The original documents, instructions, and response forms can be downloaded for your use"

Consulting services offered by the Center for Instructional Development and Research at the University of Washington include various consultations for obtaining student feedback and assessing the progress of a class, as well as student learning.

"CIDR consultants are available to help you design and implement these different types of assessment, and also to help you interpret student feedback and decide what actions to take in response."

Description of 3 grants programs offered by the center at University of Colorado, Denver

The must-have New Directions for Teaching and Learning volume edited by Richlin and Cox, and covering the ground of more than two decades of work in faculty and professional learning communities by Miami University of Ohio and many institutions they've influenced.

A number of faculty communities engaged in Scholarship of Teaching and Learning actvities have spawned projects and broadscale initiatives at University of Wyoming.

The Associated Colleges of the South provide an excellent site with a Teaching Squares Participant Handbook and related materials (link to Handbook) used with the permission of Anne Wessely from St. Louis Community College, a principal developer of this tool.

Provides detailed guide and timeline. From Los Angeles City College

“Mutual Mentoring” distinguishes itself from the traditional model by encouraging the development of a broader, more flexible network of support that mirrors the diversity of real-life mentoring in which no single person is required or expected to possess the expertise of many. Within this model, early career faculty build robust networks by engaging multiple “mentoring partners” in non-hierarchical, collaborative, cross-cultural partnerships to address specific areas of knowledge and experience, such as research, teaching, tenure, and work-life balance. These reciprocal partnerships benefit not only the person traditionally known as the “protégé,” but also the person traditionally known as the “mentor,” thus building on the idea that all members of an academic community have something to teach and learn from each other.

From Yale's Women's Faculty Forum, a 2005 overview of new-faculty mentoring programs at:\n* Emory University - Passages Program\n* University of California San Diego - Faculty Mentoring Program\n* Stanford Medical School - Faculty Mentoring Program\n* University of Wisconsin - Women Faculty Mentoring Program\n* University of Oregon - Women Faculty Resource Network\n* University of Michigan College of Literature, Science and the Arts\nas well as:\nJunior Faculty Mentoring: Principles and Best Practices\n* CUNY Hunter College 26\nSponsorship Program for Gender Equity Departments

At Broome Community College, we are exploring a model which fuses the reflective scholarship of the teaching portfolio, the efficiency of a cohort-focused faculty learning community, and the cross-disciplinary sharing of an issue-focused faculty learning community. Milton Cox (1995) proposed a department-centered approach to developing teaching portfolios as a means of increasing the importance of undergraduate education. Broome’s model expands upon this idea to create a community in which a few excellent faculty veterans can effectively mentor several junior faculty members through their mutual efforts in the creation of teaching portfolios.

This blog offers resources selected by staff at the Vancouver Community College Center for Instructional Development

Great, fun blog, frequently updated with resources, tips, campus news. Posts are categorized for easy re-use.

The Sheridan Center's Teaching Certificate I program, established in 1987, helps graduate students prepare for their roles as instructors. The Center has awarded Certificate I to over 700 Brown graduate students, many of whom have secured teaching positions at universities and colleges in the United States and abroad. The Teaching Certificate II program focuses upon teaching tools that instructors may wish to implement in efforts to reach the broadest possible learning population. The Teaching Certificate III program for advanced graduate students emphasizes the scholarship of teaching and the development of a teaching portfolio providing evidence of professional development, whether in preparation for the academic job search or tenure and promotion.