In higher education, new faculty members often resort to teaching strategies modeled after their own experiences as graduate students, which may not involve contemporary teaching methods or technologies. Teacher education for K-12 educators includes comprehensive training in pedagogy and instruction that most Ph.D. programs omit. Many universities offer orientation and mentoring, but practical uptake is challenged by new faculty members’ extensive responsibilities. The rapid advancement of educational technologies like AI and VR necessitates continuous faculty development to improve pedagogical skills and provide the highest quality of education.

Key points to consider:

• New faculty tend to emulate the teaching methods they experienced as graduate students.
• Teacher education for teaching in K-12 is more thorough than in higher education Ph.D. training.
• Despite the availability of faculty development services, uptake is limited due to other new faculty obligations.
• Advancements in educational technology require ongoing faculty development for effective teaching.
• High-quality pedagogy and educational technology should be a top priority in faculty development.

One-sentence summary:

The perpetuation of outdated teaching methods among new higher education faculty underscores the need for continued development in modern pedagogy and technology to enhance teaching quality.