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To celebrate the role of faculty in student success, California State University Fullerton recognizes professors and advisors for the impact they’ve had on students’ pivotal moments.
With much variation in faculties’ core responsibilities, careful planning of faculty training programs and resources is imperative to promoting faculty utilization of student success technology. This session will discuss strategies for developing a phased training plan for faculty that is sensitive to their varied responsibilities—from administration to research to teaching to advising,
As the coronavirus crisis continues to unfold, campuses are beginning to anticipate that many employees may have to remain in remote working situations for an extended period. See some of EAB’s top resources for addressing the challenges and alleviating the pain points common to remote work. We hope to continue updating this resource center in the weeks ahead.
School and district leaders are facing many difficult choices in the midst of the coronavirus outbreak, especially when trying to balance the needs of their students with the health of the greater community. Read this insight for four short-term strategies to support teachers in responding to the COVID-19 pandemic.
Remote work is the new normal for most of our staff. See what we learned from senior student affairs leaders about how to best support staff self-care.
Strong leaders are key to navigating the increasing complexity of independent schools, keeping them sustainable, and adapting them into the future. This study on Developing Communities of Academic Leaders will help schools prepare a community of individuals that will lead schools in the future, as well as professionalize the career experience for all faculty to provide the leadership opportunities they desire.
Many faculty are not provided the same training and support necessary for conducting research as they receive for teaching. Learn how Chief Research Officers can support faculty research by helping faculty secure early-career awards and establish long-term research goals.
This brief explores the organization of professional development offices at community colleges as well as available services for faculty members.
The university started with 10 instructors trained in online teaching and course development—and grew their pool of trained instructors to nearly 100 within three years—without adding extensive instructional design support services. Instead, the institution used a peer mentor training model, which kept costs comparatively low while achieving a "multiplier effect" on faculty training.
This research explores support services for online faculty.