Whether you consider teaching an art, craft, science or profession, it is clear that K-12 teachers are more fully prepared than many of us who teach in higher ed. So, how do new higher ed faculty learn about teaching? In far too many cases, the new faculty members draw mostly upon their experiences in the past half dozen years as a graduate student. It is a rare case in which their graduate faculty have had formal training in instructional design, engagement, emerging educational technologies and authentic assessment. How do we best address the long-running challenge of minimal experience, background and support in the most current effective instructional design, teaching methods, diversity, equity, inclusion and emerging learning technologies among our faculty?
