NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1160831
Record Type: Journal
Publication Date: 2017
Pages: 9
Abstractor: ERIC
ISSN: ISSN-0009-1383
Teaching and Student Success: ACUE Makes the Link
Mangum, Elmira
Change: The Magazine of Higher Learning, v49 n5 p17-25 2017
In late 2014, higher education leaders and experts in pedagogy were convened by the Association of College and University Educators (ACUE) to develop a scalable and comprehensive program on the essentials of college teaching. The result is ACUE's Course in Effective Teaching Practices in which faculty learn about and implement evidence-based practices that keep students engaged, enrolled, and learning. Faculty who satisfy course requirements earn a credential in college instruction endorsed by the American Council on Education (ACE). Every aspect of ACUE's work is informed by insights from presidents and provosts, teaching center directors, leading researchers, and faculty members from across the country. What moved them to help bring this extraordinary endeavor to life? This article gathers some of their perspectives. The first collection of essays explains the rigorous design standards that ACUE set and met. The second section explores the policy and financial implications around investments in quality instruction. The closing pieces demonstrate the positive impact that ACUE's program is having on faculty and students. Essays were written by the following contributors: Eduardo Padrón, Molly Corbett Broad, Linda Nilson, Catherine Haras, Daniel Julius, Aaron North, Kevin P. Reilly, Amy Chasteen Miller, Mary E. Brown, Bonita Veysey, Loretta Lloyd-Ebron, Deborah Hecht, and José Bowen.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A