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Why Data Alone Won’t Improve Retention

Faculty Focus

While retention rates may point to the success or failure of a program or intervention, they do not provide the rich, qualitative insights needed to understand why students leave or stay. Faculty and staff should be encouraged to engage with students in meaningful ways that extend past classroom interactions. and Patrick T.

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Why Data Alone Won’t Improve Retention

Faculty Focus

While retention rates may point to the success or failure of a program or intervention, they do not provide the rich, qualitative insights needed to understand why students leave or stay. Faculty and staff should be encouraged to engage with students in meaningful ways that extend past classroom interactions. and Patrick T.

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Inclusive Teaching Begins with Authenticity

Faculty Focus

They face pressures in their research, service, and increasingly in their teaching that the pandemic has made almost unbearable, and there seems to be no end in sight when it comes to the new tools, technologies, tips, and programs that faculty developers are rolling out to “support” their career advancement.

Teaching 122
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Inclusive Teaching Begins with Authenticity

Faculty Focus

They face pressures in their research, service, and increasingly in their teaching that the pandemic has made almost unbearable, and there seems to be no end in sight when it comes to the new tools, technologies, tips, and programs that faculty developers are rolling out to “support” their career advancement.

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Getting Started: A Basic 10 Point Guide to Launching an Academic Career

Faculty Focus

Here, then, are 10 very basic, practical strategies for new faculty to consider during their early exploratory quests in the profession, based upon my experience of faculty development over the past 40 years. However, institutions vary in their commitment to faculty development. Is this enough?

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Getting Started: A Basic 10 Point Guide to Launching an Academic Career

Faculty Focus

Here, then, are 10 very basic, practical strategies for new faculty to consider during their early exploratory quests in the profession, based upon my experience of faculty development over the past 40 years. However, institutions vary in their commitment to faculty development. Is this enough?