Welcome to the Institution Age: A Narrative of Change and the CTL

Jamie White-Farnham (University of Wisconsin-Superior)

Faculty Writers as Learners: How Assessment Can Enrich Outcomes, Build Community, and Demonstrate the Value of Faculty Writing Programs

Jennifer Ahern-Dodson (Duke University), Jennifer Hill (Duke University)

ReSysting toward Transformative Connections: Envisioning a Relationship-Systems Pedagogy

Julia McGuire (University of Maine), Liliana Herakova (University of Maine System), Jennifer Lynn Newell-Caito (University of Maine), Karen Nicole Pelletreau (University of Maine)

UDL Takes a Village: University Faculty Reflections on Accountability and Infrastructure

Amy L. Accardo (Rowan University), Brie W. Morettini (Rowan University), Erin B. Hedges (Rowan University)

Expanding Access to and Enriching Experiences of High-Impact Practices: The Promise of Embracing a Partnership Mindset

Alison Cook-Sather (Bryn Mawr College), Adriana Signorini (University of California-Merced), Tracie Addy (Rutgers University-New Brunswick), Aimee Fleming (Embry-Riddle Aeronautical University), Anneris Coria-Navia (Andrews University), Jacques Safari Mwayaona (Syracuse University), Anna Santucci (University College Cork)

Towards Inclusive Excellence: Building an Anti-racist, Equity-oriented Community of Practice for STEM Faculty

Monica Brown, Angelina Castagno (Northern Arizona University), Anita Antoninka, Catherine Propper

From inquiry to insight: Cultivating local conversations on GenAI

Chad Rohrbacher (Reviewer), Amy Cicchino (Embry-Riddle Aeronautical University), Alyssa DeNaro (Embry-Riddle Aeronautical University), Joshua Caulkins (Embry-Riddle Aeronautical University)

AI professional development that centers faculty expertise

Sarah Katherine Fisher (Emory & Henry University), Shelley Koch, Kelly Bremner, Ruth Castillo

“[A] little bit of this, a little bit of that”: Faculty-centric approaches to implementing wellbeing strategies in the classroom

Virginia Stormer (University of Tennessee, Knoxville), Josie Andrews (University of Tennessee, Knoxville)

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 (Montclair State 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!