Return to Remote: Are Higher Education Instructors Prepared for the Future in a Post-COVID World?

Kimberly Case (Saint Peters University), Nicole Luongo (Saint Peters University)

The Syllabus Challenge: A faculty development intervention for inclusive syllabus practices

Kim A. Case (Virginia Commonwealth University), Jared Keeley (Virginia Commonwealth University), Caroline Cobb (Virginia Commonwealth University), Jennifer Joy-Gaba (Virginia Commonwealth University), Victoria Shivy (Virginia Commonwealth University)

Roads to change: Exploring the lived experiences of be(com)ing among faculty who participated in educational development

Jacob Kelley (Auburn University)

Teaching large classes online: bringing many voices into the conversation

Veronique Brulé (McGill University), Jennie Ferris (McGill University), Jasmine Parent (McGill University), Marcy Slapcoff (McGill University)

Supporting faculty parents in professional development: Case studies, recommendations, and a call for inclusive approaches

Anne Marie Gruber (University of Northern Iowa), Lindsay Doukopoulos (Auburn University)

Social Learning Spaces and the Systems Convening Mindset: Implications for Faculty Development Professionals 

Ruth Benander (University of Cincinnati Blue Ash College), Brenda Refaei (University of Cincinnati Blue Ash College)

The student teaching fellowship program: providing graduate students with meaningful training in teaching through pedagogical development

Alicia Battaglia (University of Toronto), Barbora Morra (University of Toronto), Andrew Dicks (University of Toronto)

Let’s discuss our COPUS together: Findings from data-informed faculty professional development programs across three campuses

Annie Stanfield Ditta (University of California Riverside), Adriana Signorini (University of California, Merced), Mathew Williams (California State University, Northridge), Eric R. Johns (New Orleans Center for the Creative Arts), Andrea Aebersold (Montana State University Billings), James Zimmerman (Center for Engaged Teaching and Learning), Samantha Eastman (UC Riverside), Brian Sato (University of California, Irvine), Petra Kranzfelder (University of California Santa Barbara)

Interdisciplinarity and Peer Evaluation as Tools for Enhancing Graduate Student Teaching Training

Andrew Cullen Greene (Duke University), Molly Goldwasser (Duke University), Hugh Crumley (Duke University)

A process for updating teaching evaluation criteria, for formative and summative purposes, at a primarily undergraduate Hispanic-Serving Institution

Jodi Cressman (Dominican University), Kelly Burns (Dominican University), Irina Calin-Jageman (Dominican University), Denise E. King (Dominican University), Anthony J. Krafnick (Dominican University), Yuanqing Li (Coastal Carolina University), Brooke Reavey (Dominican University), Penny Silvers (Dominican University), Scott A. Kreher (Dominican University)

Constantly in flux: Agile planning in holistic educational development centers

Cara Meixner (James Madison University)

Essential to students’ intercultural learning abroad? Faculty intercultural development as key to leverage effective pedagogies

Whitney Sherman (Independent Consultant), Nina Namaste (Elon University), Anne Gibson (Tulane University), Ezra Spira-Cohen (Tulane University)

Examining SGIDs through a disability lens: Increasing awareness and access in a CTL program

Emily O. Gravett (James Madison University), Daisy L. Breneman (James Madison University)

“In retrospect, I recognize it as a significant turning point”: A graduate student-centered assessment of a Preparing Future Faculty program

Charmian Lam (University of Chicago), Leslie E. Drane (Indiana University Bloomington), Katherine Kearns (Professional Development Hub), Julie Eyink (University of Southern Indiana), Helen Hathorn (Pace Academy), Matthew G. Standard (Berry College), Aybike Tezel (Boğaziçi University), Melissa O'Neill (Richmond Metropolitan Habitat for Humanity), Jay Howard (Butler University), Julie Saam (Indiana University Kokomo), David Daleke (Indiana University Bloomington)

Integrating learner-centered design and user-centered design for meaningful instructor onboarding: Supporting large-scale curricular changes to general education

Katelyn M. Southard (University of Arizona), Julie Christen, Anuj Gupta

Measuring pandemic change: Analyzing syllabi for student-centeredness over time

Lori A. Mumpower (University of Illinois Chicago), Chad Rohrbacher (Embry-Riddle Aeronautical University), Joshua Caulkins (Embry-Riddle Aeronautic University), Jenna Korentsides (Embry-Riddle Aeronautic University)

Narrative interventions: Power sharing and boundary crossing in action

Esther Skelley Jordan, Linda S. Stewart (Kennesaw State University)

Nationwide inclusive facilitator training: Mindsets, practices, and growth

Diane Codding (Northwestern University), Alexandria H. Yen (Boston University), Haley Lewis (Northwestern University), Vanessa Johnson-Ojeda (University of Utah), Regina F. Frey (University of Utah), Sarah Chobot Hokanson (Boston University), Bennett B. Goldberg (Northwestern University)

Promoting STEM faculty members’ DBER literacy: Findings from an internal grant program

Annwesa Dasgupta (Boston University), Justin L. Hess (Purdue University), Pratibha Varma-Nelson (Indiana University, Indianapolis)

Validating the Critical Teaching Behaviors Midterm Feedback Instrument for enhanced teaching effectiveness and student engagement

Claudia Cornejo Happel (Embry-Riddle Aeronautical University), Chad Rohrbacher (Embry-Riddle Aeronautical University), Teha Cooks (Embry-Riddle Aeronautical University), Jenna Korentsides (Embry-Riddle Aeronautical University), Joseph R. Keebler (Embry-Riddle Aeronautical University), Carmen Van Ommen (Embry-Riddle Aeronautical University), Kimberly N. Williams (Embry-Riddle Aeronautical University), Lauren Barbeau (Georgia Institute of Technology)

Volume 43 • Issue 1 • 2024 • Spring | Coming Soon!