By completing a Pathway set, educators can earn a graduate credit through U North Dakota by working with an instructor of record at the university, receiving feedback on assignments and creating a "final reflection" paper that ties together the learning.
North Carolina State University and the University of North Carolina at Chapel Hill have teamed up to launch a competency-based teacher education program they hope will help address a widening teacher shortage in the state.
Southern New Hampshire University (SNHU) is teaming with a private partner to launch a competency-based master's of education in online teaching program.
MIT Professional Learning is launching a new program designed to offer organizations courses for their employees that feature project-based challenges designed by Massachusetts Institute of Technology faculty.
Eight-four percent of faculty in our 2017 Teaching with Technology Survey believe their tech skills are more than adequate for the job, but only 34 percent said their students' skills are "excellent" or "above average."
The series, "Knowledge Matters: Communicating Research for Different Audiences through Transmedia," will allow participants to create and showcase their blogs, vlogs, comics, websites or other outlets in an effort to reach a variety of audiences with a focus on transmedia.
Cornell University has recently reorganized part of its provost's office to bring together faculty development and instructional technology.
Faculty from Northwestern University's Pritzker School of Law recently participated in TEaCH LAW, an event designed to help encourage them to integrate technology in their classrooms.
The Higher Ed Podcast Project is calling on the higher education community to add to its open list of higher ed audio and video podcasts. Researchers are interested in finding out how podcast consumption has impacted or influenced various aspects of higher ed, including professional learning and development.
While states have all kinds of requirements laying out how teachers should be prepared for the classroom, they don’t often give back information on how those teachers do in the classroom that could lead to improvements in their educator preparation programs.
