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)

Narrative interventions: Power sharing and boundary crossing in action

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

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)

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)

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)

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)

Academic librarians as educational developers: Overview, case study, and discussion

Jane Hammons (The Ohio State University)

A thematic analysis of interviews reveals how a STEM faculty development program supported the complexity of implementing evidence-based teaching

Mallory A. Jackson (University of Washington, Seattle), Mary Pat Wenderoth (University of Washington, Seattle)

Beyond the “Human Dimension”: Expanding Fink’s taxonomy of significant learning to include the more-than-human world

Emily O. Gravett (James Madison University), Dorothe Bach (University of Virginia)

Center for teaching and learning websites as online faculty development: A framework

Eric S. Belt (University of Maryland, Baltimore), Becky Menendez (University of Maryland, Baltimore), Christina M. Cestone (University of Maryland, Baltimore)

Developing theories of change to advance center for teaching and learning work

Dana Hayward (Brown University), Christine Baumgarthuber (Brown University), Mary C. Wright (Brown University), Jennifer J. Kim (Providence Public School District)

Faculty peer-to-peer learning and support online during difficult times: Main types of interactions and engagement during structured faculty conversations

Maria T. Gallardo-Williams (North Carolina State University), Diane D. Chapman (North Carolina State University)

From terror to pride: Supporting faculty through a blended learning community of transformation during the COVID-19 pandemic

Mark Hofer (College of William & Mary), Adam Barger (College of William & Mary), Kelly Leffel (College of William & Mary), Katalin Wargo (Hawai’i Pacific University)

Rethinking time in preparing for and reflecting on teaching: Pedagogical partnership with student consultants as empowering educational development

Alison Cook-Sather (Bryn Mawr College)

Strategic planning tools for educational developers supporting SoTL cultures and programs at their institutions

Laura A. Lukes (University of British Columbia), Sophia Abbot (George Mason University), Lindsay Wheeler (University of Virginia), Dayna S. Henry (James Madison University), Kim Case (Virginia Commonwealth University), Liesl Baum (Virginia Tech University), Melissa Wells (University of Mary Washington), Edward J. Brantmeier (James Madison University)

Sustaining and supporting the momentum of enduring pandemic practices

Sarah McCorkle (University of Virginia), William O'Brochta (Texas Lutheran University), Cathy Box (Lubbock Christian University), Mary-Catherine Dean (Texas A&M University)

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