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)

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)

“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)

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)

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)

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)

Narrative interventions: Power sharing and boundary crossing in action

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

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

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)

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)

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