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Presentation
Critical Transitions in Faculty Learning: Helping Faculty Become Learning-Centered Teachers
Professional and Organizational Development (POD) Network in Higher Education (2014)
  • Judith Longfield, Georgia Southern University
Abstract

New methodologies of teaching and learning are changing the landscape of higher education. However, faculty are often unaware of the research and continue to rely heavily on lecture. During this interactive session, participants will learn how an extended series, known as the Teaching Academy, transformed instructors’ ideas about effective teaching and their classroom practices. In addition to learning about the impact of the Academy, participants will also consider ways to overcome barriers and implement this type of in-depth faculty development, which did not require additional funding, on their campuses.

Keywords
  • Faculty Development
Publication Date
Fall November 7, 2014
Citation Information
Judith Longfield. "Critical Transitions in Faculty Learning: Helping Faculty Become Learning-Centered Teachers" Professional and Organizational Development (POD) Network in Higher Education (2014)
Available at: http://works.bepress.com/judith_longfield/12/