Effective Transitioning to College Teaching: Part 2
Fourth, no matter how well intentioned and no matter how much material is covered, student learning will be severely limited by lack of retention. Retention in learning must be built into syllabus construction and course delivery from the first day of class. A useful guide to have all new faculty read is L. Dee Fink’s Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses (2003). Courses that generate both significant and sustainable learning involve challenging students; using active forms of learning; having teachers who truly care about their subject, students, and teaching and learning; having teachers who interact positively with their students; and creating a good system of feedback, assessment, and grading.
Effective Transitioning to College Teaching: Part 1
In recent years, there has been more attention given to the reality that most PhD programs do not prepare future faculty for college teaching. Even when college teaching is addressed, it is frequently in the context of sharing insights in teaching subject matter from innovators in the various disciplines. So the reality persists in colleges and universities that most PhD graduates are well prepared in their (possibly narrow) subject fields but are ill prepared to teach in the college classrooms of today and tomorrow.