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Instructors are learners too: Making faculty development accessible to faculty
dc.contributor.authorSilverman, Sarah
dc.date.accessioned2023-03-03T21:08:00Z
dc.date.available2024-01-03 16:07:59en
dc.date.available2023-03-03T21:08:00Z
dc.date.issued2022-12
dc.identifier.citationSilverman, Sarah (2022). "Instructors are learners too: Making faculty development accessible to faculty." New Directions for Teaching and Learning 2022(172): 69-77.
dc.identifier.issn0271-0633
dc.identifier.issn1536-0768
dc.identifier.urihttps://hdl.handle.net/2027.42/175877
dc.description.abstractThis chapter explores the range of barriers that instructors, especially adjunct and other non-tenure track instructors, may face when attempting to learn new pedagogical techniques or improve their courses. The author will present concrete strategies for using a disability-informed Universal Design for Learning (UDL) approach to making faculty development programming accessible for a range of instructors by modeling effective UDL practices that instructors can use in their own classrooms.
dc.publisherWiley Periodicals, Inc.
dc.publisherIndiana University Press
dc.titleInstructors are learners too: Making faculty development accessible to faculty
dc.typeArticle
dc.rights.robotsIndexNoFollow
dc.subject.hlbsecondlevelEducation
dc.subject.hlbtoplevelSocial Sciences
dc.description.peerreviewedPeer Reviewed
dc.description.bitstreamurlhttp://deepblue.lib.umich.edu/bitstream/2027.42/175877/1/tl20526.pdf
dc.description.bitstreamurlhttp://deepblue.lib.umich.edu/bitstream/2027.42/175877/2/tl20526_am.pdf
dc.identifier.doi10.1002/tl.20526
dc.identifier.sourceNew Directions for Teaching and Learning
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dc.working.doiNOen
dc.owningcollnameInterdisciplinary and Peer-Reviewed


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