Sentence examples for engage faculty from inspiring English sources

If LMSs are to be considered pedagogically effective, these systems must help engage faculty in effective teaching practices.

Driver: encourages collaboration and shared objectives In response to department activity, communities of practice were supported to engage faculty in continued exploration of specific pedagogies.

(1) To investigate academic leaders' and faculty members' perceptions of current faculty reward systems and whether these systems engage faculty in achieving institutional missions; (2) to identify what faculty and administrators in higher education perceive to be the ideal faculty reward system for the future.

The project described in this study is ongoing; faculty's response to the vision (e.g., their perceived barriers and drivers) were collected at the start of the project and enabled the project team to work with departments to identify strategies that could be implemented to engage faculty in dialog about teaching and learning and exploration of new pedagogical and assessment practices.

Speakers such as Randy Bass of Georgetown University, Chad Richardson of the University of Texas Pan-America, and Jeanette Norden of Vanderbilt, have visited the campus to discuss their methods and experiences, and to engage faculty in idea generation for their own classes.

The focus of the VP Program is to engage faculty at teaching-intensive institutions in research activity, thus re-establishing the framework for appropriate career development.

One wishes he would engage faculties higher than the hunch or the gut more often.

A quality program is supported by engaged faculty members.

Bensel-Meyers, who is now an English professor at the University of Denver, is a prime mover in the Drake Group, a diverse band of academics who believe an engaged faculty can curb what they describe as higher education's sellout to big-time sports entertainment.

The overall effort engaged faculty in thinking about the vision as a possible destination and provided an invitation for faculty to consider their participation, which would be voluntary (Marker et al. 2015).

According to our research, the two factors that lead to successful honors programs are a supportive and engaged faculty and adequate funding to support the activities of the programs.