Informing Faculty

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Journal Properties
  • Number of Articles
    18
  • Abbreviation
    IF
  • ISSN
    1559-727X
  • e-ISSN
    1559-758X
  • Publisher
    Informing Science Institute
  • Indian UGC
  • DOAJ (latest)
Description
Informing Faculty is a peer-reviewed journal focused on enhancing teaching effectiveness and faculty development in higher education. It explores innovative approaches to instruction, curriculum design, and the integration of technology in learning. The journal aims to provide practical, evidence-based strategies for faculty to improve their pedagogical skills and foster student success. Key topics covered include best practices in online and blended learning, assessment techniques, classroom management, and the scholarship of teaching and learning (SoTL). It also addresses issues related to faculty workload, institutional support, and the changing landscape of higher education. The journal is indexed in education databases and targets a broad audience of faculty members, instructional designers, academic administrators, and educational researchers. Informing Faculty serves as a valuable resource for educators seeking to create engaging and effective learning environments. It encourages submissions that share original research, case studies, and practical tips for improving teaching practices. By fostering a community of reflective practitioners, the journal contributes to the ongoing improvement of higher education.