The Journal of Faculty Development, Edited by Russell Carpenter
Now entering Vol. 31 [ISSN: 2153-1900 (Print); ISSN: 2153-1919 (Online); 8.5-by-11-inch]
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Reporting the latest in professional development activities at the 2-year college, 4-year college, and university levels. — A highly successful stand-by that addresses concerns for your most valuable resource, PEOPLE! It is the one medium in higher education strictly addressing both the practical and theoretical aspects of the planning, design, implementation and evaluation of practices and programs leading to effective and efficient institutions and individuals.
You are encouraged to review the titles and abstracts of articles published in past issues at our online offerings.
STUDENT CENTERED LEARNING
NOTE: This journal has been combined with the Journal of Student Centered Learning. All content described below now appears in the Journal of Faculty Development beginning with Volume 21, Issue 3.
Encouraging college and university faculty in the search for ways to focus on learning that is student centered versus teacher centered.
The additional thrust of the journal includes a focus on students as active, involved learners versus focusing on teachers and teaching styles.
Teachers who embrace student centered learning (SCL) encourage students to:
- take responsibility for their own learning,
- involve students directly in the discovery of knowledge,
- use materials that challenge students to use their prior knowledge to create new and deeper understandings of concepts,
- embrace the concept that learning is enhanced through social activities such as cooperative learning, problem based learning, etc.,
- use school, work, home, and community as resources for collaborative learning,
- involve all constituents in contributing to student learning (faculty, students, staff, alumni, employers, family, and others),
- use activities beyond the classroom to enhance the learning experience.
Specific learning approaches that have strong student centered components are Cooperative Learning, Collaborative Learning, Learning Communities, Problem Based Learning, Project Based Learning, Service Learning, Case Method, peer based learning, paired or grouped courses, adult learning, experiential learning, Constructivist learning, to name a few.
The Journal, published three times a year, serves as a medium for the exchange of information and ideas that will address these pressing issues in higher education. Price of annual subscription (3 issues) $65 personal, $125 institutionsl; request information about bulk subscriptions and back issues; ($15.00 S&H outside U.S.).
Russell Carpenter, currently Executive Director of the Noel Studio for Academic Creativity and Program Director of the Minor in Applied Creative Thinking at Eastern Kentucky University where he is also Associate Professor of English. Dr. Carpenter has published on the topic of creative thinking, among other areas, including three texts by New Forums Press: Introduction to Applied Creative Thinking (with Charlie Sweet and Hal Blythe, 2012), Teaching Applied Creative Thinking (with Charlie Sweet, Hal Blythe, and Shawn Apostel, 2013), and It Works for Me, Flipping the Classroom: Shared Tips for Effective Teaching, (with Hal Blythe and Charlie Sweet, 2015). He has guest edited or co-edited special issues of the Journal of Faculty Development on social media and the future of faculty development. In addition, he has taught courses in creative thinking in EKU’s Minor in Applied Creative Thinking, which was featured in the New York Times in February 2014, and rhetoric and composition in the Department of English. Dr. Carpenter earned a PhD in Texts & Technology from the University of Central Florida (UCF) in 2009.
Edward Neal, Ph.D., is retired as director of the Center for Teaching and Learning, University of North Carolina – Chapel Hill. He now is active as a professional development consultant.