Faculty, PhD students need training on student well-being, essential pedagogical skills

Postsecondary institutions should provide faculty and PhD students with training in evolving student issues, write four members of Carleton University’s leadership and faculty. Ali Arya, Adrian D C Chan, Kim Hellemans, and David J Hornsby write that professional development programs are too focused on the cognitive aspects of learning, which can leave students without the proper emotional support. The authors argue that instructors need to receive training in student well-being so that they are prepared to support students. Additionally, the authors say that their research found that faculty members are missing essential pedagogical skills. The authors call for space to be made for training and for institutions to consider how to address potential training needs. University Affairs Note: Archived stories may contain dead links or be missing source links.

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