To Improve the Academy: A Journal of Educational Development

A mixed methods study of faculty experiences in a course design institute

Carie N Cardamone (Tufts University), Heather Dwyer (Tufts University)

Facing wicked problems during a pandemic and beyond: A case study in using design thinking for CTL development and growth

Jenna Pack Sheffield (Salem Academy & College), Devon Moore (Yale University)

Purpose, place, and people: How the pandemic helped foster open and inclusive course design

Benajmin K. Haywood (Furman University), Diane E. Boyd (Furman University), John A. McArthur (Furman University)

Managing for agility in constant change: HR strategies for teaching center leaders

Carolyn Hoessler (University of Saskatchewan), Donna E. Ellis (University of Waterloo), Bob Bayles (University of Saskatchewan)

Learning communities promote pedagogical metacognition in higher education faculty

Audrey J. Tocco (University of Northern Colorado), Lauren A. Mehrhoff (University of Northern Colorado), Haley M. Osborn (University of Northern Colorado), Lyda F. McCartin (University of Northern Colorado), Molly M. Jameson (University of Northern Colorado)

Managing programmatic trade-offs for centers of teaching and learning: Applying a segmentation, targeting, and positioning approach to pedagogical offerings

Christopher V.H.-H. Chen (Columbia University), Ian G. Althouse (Columbia University), Caitlin P. DeClercq (Columbia University), Mark L. Phillipson (Columbia University)

Infusion rather than isolation: Integrating principles of equity, diversity, inclusion, decolonization, and Indigenization in toolkits for remote instruction during the COVID-19 pandemic

Robin Attas (Independent Scholar), Lauren Anstey (College of the Rockies), Lindsay Brant (Queen's University), Karalyn McRae (Queen's University)

The value of process in racial equity work: Reflections from a faculty learning community

Emily R. Shamash (Fairfield University), Julie Berrett-Abebe (Fairfield University), LaTasha Smith (Fairfield University), Stephanie Storms (Palo Alto University), Michael Regan (Fairfield University), Jocelyn Novella (Fairfield University), Laurie L. Grupp (Fairfield University), Emily Smith (Fairfield University), Alyson Martin (Fairfield University)

Practical guidelines for development of a university-wide faculty mentorship program using a multimodal mentoring network model

Matthew G. Schwartz (UMass Chan Medical School)

About To Improve the Academy: A Journal of Educational Development

To Improve the Academy (TIA) is the flagship peer-reviewed publication of the Professional and Organizational Development Network in Higher Education (POD Network). TIA, an open-access, electronic journal, is focused on faculty, graduate student and professional student, instructional, professional, and organizational development. TIA publishes two issues annually, with occasional special issues responsive to the profession and moment.