They came, they engaged, they changed: Evidence of impact of intensive pandemic professional development

Teresa Focarile (Boise State University), Sarah Lausch (Boise State University), Meagan Haynes, Brittnee Earl (Boise State University), Susan Shadle (Boise State University), Lisa Berry (Boise State University)

Curriculum developers: An emerging subset of educational developers

Elizabeth Dickens (University of Virginia), Andrea Han (University of British Columbia), Nausheen Shafiq (University of British Columbia), Jessica Taggart (University of Virginia)

The professor of the future: Perspectives of university faculty implementing Universal Design for Learning

Brianne W. Morettini (Rowan University), Amy Accardo (Rowan University), Kristen Prentice (Rowan University), Hind Alharbi (Rowan University)

Supporting student mental health while enhancing self-care: Evaluating the efficacy of a Graduate Teaching Assistant training module

Kristin M. Brown (University of Waterloo), Kristen A. Archbell (University of Waterloo)

Faculty change agents for systemic transformation: Leaders for Inclusive Learning

Kim A. Case (Virginia Commonwealth University), Allison A. Johnson (Virginia Commonwealth University), Sarah E. Golding (Virginia Commonwealth University)

Small teaching, big results: Leveraging department chairpersons to improve teaching and learning

Lori Ann Mumpower (University of Illinois Chicago)

Embedded hospitality: A multi-year perspective on the Institute for New Educational Developers (INED), 2015-2023

Laura Cruz (Pennsylvania State University), Chris Garrett (Brigham Young University), Chris Price (State University of New York (SUNY)), Jeremy Schneider (University of the Pacific), Jessica Tinklenberg (Pima Community College)

Considerations for educational developers working with academic applicants on writing diversity statements

Stefanie T. Baier (Michigan State University), Hima Rawal (Michigan State University)

Exploring the potential role of educational developers in facilitating curriculum review processes

Derek Thurber (Arizona State University), Karen Bossen (Arizona State 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!