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ACUE testimonials

Kevin P. Reilly

Kevin P. Reilly

Despite a governing board’s tremendous responsibilities, fulfilling these obligations hinges, to no small degree, on the quality of experiences among students and their professors. Curriculum and instruction are appropriately the domain of the faculty. But our face-to-face and online classrooms can’t be a “black box.” Too much is riding on what happens inside. How, then, can trustees, system leaders, and policy makers make instructional quality a priority? In short, raise the issue. It’s appropriate for boards to engage with presidents and

Molly Broad

Molly Corbett Broad

The first question that ACUE had to answer to deliver significant support to faculty and vest its credential with real meaning was “What should every college educator know about and be able to do to be a successful instructor?” A large literature has emerged over the past decades identifying instructional practices that improve learning (Jankowski, 2017). But it was necessary to pull it all together. To do so, ACUE partnered with a diverse group of 14 colleges and universities, worked with

Elmira Mangum

Elmira Mangum

Along with research and service, higher education’s third pillar, teaching, has never been more important. We need to graduate more students, and we know from the cognitive sciences and scholarship on teaching the practices that promote student success. Yet formal preparation of faculty in the foundations of college instruction has remained more aspiration than reality. Through a new initiative, colleges and universities are working to change this reality with unprecedented support for faculty to strengthen their teaching. As a result,

Eduardo J. Padrón

Today, higher education is confronted by enormous challenges. Our enduring charge is student learning—the cultivation of deep understanding and the capacity to apply new knowledge. But our enterprise is more complex than ever. Technology’s constant evolution, increased student diversity, and the transformation of our workforce all demand new responses. We have not lacked for effort. We’ve expanded advising and provide supplemental instruction. We monitor predictive analytics, intervene accordingly, and redesign courses to make pathways clear and coherent. We’re focusing on the

Nancy Cantor

Nancy Cantor

I think it’s incredibly important to have evidence-based practices brought to bear in teaching. We bring evidence-based practices to bear in our scholarship. We bring it to bear in the way in which we do collective impact work in Newark, for example, with the way our high-impact scholars do their work. Why would we not bring it to bear within the classroom? That bringing it to bear means giving faculty a chance to understand that, to learn it, to imbibe

Mary Brown

I took ACUE’s course more out of curiosity than anything else, to see what “advice” was being given. I felt confident in the techniques I already use and thought it would be nice to confirm that what I already do is research based. But from the start of the program, I learned new techniques and became reacquainted with others that I put back into use. I adapted a Performance Prognosis Inventory to my class. I replaced my usual list of the

José A. Donis

What I expected to learn when I took the ACUE course was simply just incorporate techniques, and get over with the course and get my professional development points, but there was one thing that they implemented in the ACUE course, that we had to respond to other professors. . . . We had to fully understand an entry and not just respond to them and say, “Hey, great ideas. I love it. See you later.” No, we actually had to

Christina Zambrano-Varghese

When I began ACUE, I thought of myself as somebody whose sole job was to deliver knowledge. My only goal was to just give psychology to my students. By the end of ACUE, I thought that my job was to facilitate their learning, so my job was to get each and every student in the classroom to have their own way of understanding material, and that required a lot of different types of teaching and different things in the classroom

Catherine Haras

Like most librarians, I am a generalist. We think broadly, even institutionally, to help people connect to information they need. When I transitioned into faculty development, I was surprised to find that the academy did not always share this broad approach with regard to teaching. I found that there was little consensus on the foundational practices, regardless of field, that constitute effective college instruction. The prevailing assumption was that instruction is discipline dependent. But we now know so much more about

Linda Nilson

When I was an undergraduate at UC-Berkeley in the late 1960s, colleges and universities wore attrition rates like badges of honor. When the lecture ended, students were on their own. If you didn’t get it, that was your problem, not your professor’s. “ACUE’s online course, rich with videos embedded in a smart learning design, can reach everyone.” Times have changed. Now we’re responsible for our students’ success. Merely offering an opportunity isn’t enough, especially when there are things we can—and must—do to

Amy Chasteen

The University of Southern Mississippi’s student body is diverse, ranging from nontraditional, part-time students finishing their degrees to first-time freshmen eager for that on-campus “living and learning” experience. Many are first in their family to go to college, and half have significant financial need. Despite good high school grades, most do not bring all of the university-level study skills or habits of learning that would be ideal. Meanwhile, our research-intensive faculty typically have little formal training in teaching methodology or

Jose Bowen

Teaching has always been about changing lives. When most of us started, we changed lives by providing access to content unavailable anywhere else. Learning content will always remain essential, because thinking requires ideas, symbols, facts, and a framework. But we can’t teach information that has not yet been discovered, and students know that their phone will be there to teach them after we are gone. This change cuts to the very identity of what it means to be a professor as

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