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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,

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

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