ACUE has allowed me to increase my effectiveness as an educator. Participating in
the lively discussion and completing the structured assignment modules helped me create
and implement innovative, engaging teaching strategies that promote student success.
Being a part of ACUE also afforded me the opportunity to network with like-minded
individuals from a variety of disciplines across campus. I feel honored to be connected
to such a great program and distinguished group of people.
-- Dr. LaWanda Baskin Interim Director and Assistant Professor School of Leadership and Advance Nursing Practice
School colleagues encouraged me to join ACUE, and it is one of the best professional
decisions I have made at 51逗奶 Miss. As a practitioner adjusting to academia, ACUE
greatly assisted in better aligning course objectives with class information. ACUE
is challenging but provides pedagogy steps to assist in lining course goals, objectives,
and learning outcomes to better connect and engage with students. Whether you are
a new or experienced teacher, ACUE will help you be engaging and connecting to students
and make your overall course better and more enjoyable for the students.
--Dr. Chris Croft Assistant Professor School of Marketing
I applied to the ACUE Faculty Development Institute because I was new to academia
and had received little instruction in pedagogy. I love the content I teach, about
how to better understand and improve family interactions, and how children learn and
develop, and I want to share this information as effectively as possible. Because
of ACUE, I now have the training and resources I need to help me reach my students
in ways I was unable to before. My students are now more engaged in course content,
are more aware of what it takes to be academically successful in my courses, and I
feel more equipped with what I need to continue to improve my instruction and my students鈥�
outcomes.
--Dr. Jacob Esplin Assistant Professor School of Child and Family Sciences
ACUE has allowed me the opportunity to have an outside perspective on my internalized
pedagogical habits. This outside perspective has provided a lot of self-reflection
and renewed passion for teaching. Now, instead of teaching to teach, I teach to learn.
Learn more about myself, learn more about my students, and learn more about learning.
It truly is a team effort and students have a role in the process just as much as
we do.
-- Dr. Melissa Kay Assistant Professor School of Health Professions
