The Four Agreements in Academia
While I have read the book The Four Agreements five times, I had not perused this book since I accepted a professorship in 2012. When
Emily Faulconer, PhD
March 9, 2020
Philosophy of Teaching
Defining and Denouncing Student Shaming: A Teacher’s Reflection
*Editor’s note: Every so often we like to give Faculty Focus readers an inside look into The Teaching Professor. The following article was recently featured
Katie E. O'Leary
February 10, 2020
Purposeful Pauses and Mindful Communication: Good Techniques for Teachers
The life of a faculty member is filled with noisy busyness—planning class sessions, grading, meeting with students, advising, committee work, research, scholarship, and publications. We
Tena Long Golding, PhD
January 17, 2020
The Focus is You: Bonnie Slavych
This month’s The Focus is You features Bonnie Slavych, PhD, assistant professor of Communication Disorders at the University of Central Missouri. After Slavych’s first semester
Faculty Focus
October 10, 2019
Bringing PEACE to the Classroom
One of the most intriguing, and perhaps intimidating, aspects of walking into a class for the first time and introducing yourself is deciding who you
Donald A. Saucier, PhD
September 9, 2019
The Focus is You: Adam Arenson, Historian
In this week’s, The Focus is You, we chatted with Adam Arenson, PhD, associate professor of History at Manhattan College and director of the Urban
Faculty Focus
August 22, 2019
The Focus is You: Tracie Addy
This week on The Focus is You, we’re learning a bit more about Tracie Addy, PhD, MPhil, Director of the Center for the Integration of
Faculty Focus
August 15, 2019
Remembering Our Mission to Teach
Have you ever become so frustrated with students and overwhelmed by your workload that you start questioning what you are doing? At times it can feel suffocating. Baruti Kafele, an educator and motivational speaker offers a perspective of being mission oriented to educators and others working with young people in our nation’s classrooms. He suggests affirming your goals and motivations to facilitate successes among students. However, in the college classroom, it is also essential that we, as faculty members, remember and affirm our purpose, acknowledge the contributions we make in students’ lives and professional pursuits, and respect the call or passion that brought each of us to the teaching profession.
Candice Dowd Barnes, EdD
May 17, 2019
A New Twist on End-of-Semester Evaluations
Those who write about teaching persona (the slice of our identities that constitutes the “public teaching self”) encourage us to start by reflecting on the messages we want to send to students. A dialogue with ourselves is a useful beginning, but for the last days of a semester another option might be more intriguing and revealing.
Linda Shadiow, PhD, and Maryellen Weimer, PhD
May 10, 2019
The Rhythms of the Semester: Implications for Practice, Persona
We begin each semester on a different note than we end on. The early weeks hold promise and high hopes, both often curtailed when the first assignments are graded. The final weeks find us somewhere between being reluctant or relieved to see a class move on. There is an inexplicable but evident interaction between our teaching persona and the persona a class develops throughout a semester. Some structural factors influence both: among them—the type and level of a course, the discipline, the time of day, and whether the students are a cohort or a unique collection of individuals.
Linda Shadiow, PhD, and Maryellen Weimer, PhD
January 21, 2019
