The push for "student success" is all around us. But what about the notion of "faculty success"? CT talked recently with Michael Cottam, who believes that supporting his institution's online faculty is the most important element of creating student success at Webster University.
University of Southern California's Rossier School of Education has teamed with a private partner to launch an online course focused on strategies to differentiate instruction for English language learning students in an effort to prepare them for Common Core assessments. The course is one of four that, taken together, comprise the "Equity Educator Certificate Program."
Pennsylvania State University has expanded its online Master of Education in Curriculum and Instruction to include five areas of emphasis for students to choose from.
Infinite Campus will launch a free platform designed to help pre-service teachers learn how to get the most out of a student information system.
Institutions that use a team-based approach to creating and delivering education content and learning experiences will differentiate themselves and succeed, even as the pace of change — both in technology and in the disciplines — accelerates, says Daniel Christian, a senior instructional designer at Calvin College.
As administrators shift priorities away from the mission of education, the role of faculty-as-teacher is diminishing, and the consequences for the profession look to be getting rapidly more severe.
The University of Central Florida has teamed with two partners to reboot a massive open online course for educators focused on blended learning in higher ed and K-12.
Some higher ed institutions are experimenting with digital badges as a way to encourage and document learning among faculty and staff.
MOOC nonprofit edX has signed on for ConnectED, the White House's program to connect "99 percent" of America's students to broadband and high-speed wireless in schools and libraries and improve the skills of teachers through the use of technology.
Teacher candidates are significantly more likely to graduate with honors than other students owing to less rigorous coursework, according to a new report from the National Council on Teacher Quality.