To Improve the Academy: A Journal of Educational Development

Volume 41 • Issue 2 • 2022 • Fall 2022

Current Issue

Data-driven iterative refinements to educational development services: directly measuring the impacts of consultations on course and syllabus design

Chad Hershock (Carnegie Mellon University), Laura Ochs Pottmeyer (Carnegie Mellon University), Jessica Harrell (Carnegie Mellon University), Sophie le Blanc (Carnegie Mellon University), Marisella Rodriguez (University of California, Berkeley), Jacqueline Stimson (Carnegie Mellon University), Katharine Phelps Walsh (Carnegie Mellon University), Emily Daniels Weiss (Carnegie Mellon University)

Reflections on pedagogical practice and development through multidisciplinary triadic peer mentorship

Nicole Charles (University of Toronto), Nathalie Moon (University of Toronto), Andrew P. Dicks (University of Toronto)

Transforming departmental culture: Empowering a department through appreciative inquiry

Symphony D. Oxendine (University of North Carolina Wilmington), Kerry K. Robinson (University of North Carolina Wilmington), Michele A. Parker (University of North Carolina Wilmington)

Professionalization and the forgotten system: Observed practices and perceptions at the intersection of informal and formal faculty development

Janie Brennan (Washington University in St. Louis), Todd Fernandez (Georgia Institute of Technology), Joe Tranquillo (Bucknell University)

Centering Black women faculty: Magnifying powerful voices

Christen Priddie (Indiana University Bloomington), Dajanae Palmer (University of Missouri), Samantha Silberstein (University of North Carolina, Wilmington), Allison BrckaLorenz (Indiana University Bloomington)

MegaSoTL: Supporting pedagogical research across multiple institutions

Sara Nasrollahian Mojarad (University of Iowa), Laura Cruz (Penn State University)

How search committees assess teaching: Lessons for CTLs

Katharine Phelps Walsh (Carnegie Mellon University), Laura Ochs Pottmeyer (Carnegie Mellon University), Deborah Meizlish (University of Michigan), Chad Hershock (Carnegie Mellon University)

Fellow travelers: Taking stock of faculty fellows programs in the age of organizational development

Susan A. Colby (Appalachian State University), Laura Cruz (Penn State University), Danielle Cordaro (University of Mount Union), Clare Cruz

A case study in teaching inclusive teaching

Zitsi Mirakhur (University of Kentucky), Christopher Chen (Columbia University), Sarah Schwarz (Princeton University)

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.

Featured Articles

How search committees assess teaching: Lessons for CTLs

Katharine Phelps Walsh, Laura Ochs Pottmeyer, Deborah Meizlish, Chad Hershock

Fellow travelers: Taking stock of faculty fellows programs in the age of organizational development

Susan A. Colby, Laura Cruz, Danielle Cordaro, Clare Cruz

Centering Black women faculty: Magnifying powerful voices

Christen Priddie, Dajanae Palmer, Samantha Silberstein, Allison BrckaLorenz

Data-driven iterative refinements to educational development services: directly measuring the impacts of consultations on course and syllabus design

Chad Hershock, Laura Ochs Pottmeyer, Jessica Harrell, Sophie le Blanc, Marisella Rodriguez, Jacqueline Stimson, Katharine Phelps Walsh, Emily Daniels Weiss

Professionalization and the forgotten system: Observed practices and perceptions at the intersection of informal and formal faculty development

Janie Brennan, Todd Fernandez, Joe Tranquillo

Transforming departmental culture: Empowering a department through appreciative inquiry

Symphony D. Oxendine, Kerry K. Robinson, Michele A. Parker

A case study in teaching inclusive teaching

Zitsi Mirakhur, Christopher Chen, Sarah Schwarz

Reflections on pedagogical practice and development through multidisciplinary triadic peer mentorship

Nicole Charles, Nathalie Moon, Andrew P. Dicks