What should faculty reviewers look for in a teaching philosophy statement of a candidate? Correspondingly, what should those applying for academic positions put in a teaching philosophy statement? The author of this article suggests models of teaching and learning. Of learning, he writes, “Candidates should demonstrate knowledge of models of how students learn, how best to encourage learning, and how to assess whether learning has occurred.” (p. 336)

Here are a few tips to ensure your students have a positive online learning experience.

Here are my best wishes for your holiday season. May there be peace, joy, giving, and thankfulness as you celebrate with family and friends.

Communication educators have taken a well-known typology of power and applied it to teachers. According to this theory-based schematic, individuals exert influence over other individuals based on five different sources of power.

Cheating is not a new problem for colleges, but the Internet and other technologies have increased opportunities for cheating, making it more tempting to try and easier to pull off than ever before.

Getting to know your students is important, but as Dean A. McManus (referenced below) points out, it's not always easy and may, in fact, be one of the few things that get worse with experience. Here's why:

Even with the holidays upon us, it’s hard not to think about those students who did poorly in our courses this semester.

A critical component to building an American workforce with 21st century skills through science, technology, engineering, and mathematics (STEM) undergraduate education is already being demonstrated successfully at several minority-serving institutions (MSIs)—Historically Black Colleges and Universities (HBCUs), Tribal Colleges and Universities (TCUs), and Hispanic-Serving Institutions (HSIs). During the past three years, MSIs continue to take steps that help to further improve America’s global competitiveness and increase equity, especially among minority students, in STEM education.

Colleagues can play such an important role in our development as teachers, yet most of the time we don’t make use of them in ways that really help us grow pedagogically. We spend time with faculty who inhabit offices near ours sharing pedagogical pleasantries, noting our successes and those of our students, or complaining about the lack of institutional support for teaching or the poor performance of this year’s entering class.