Leveraging Collaboration and Peer Support to Initiate and Sustain a Faculty Development Program

Abstract

In today’s impoverished higher education fiscal climate, especially considering the enormous financial implications to higher education of accommodating the changes required by the coronavirus pandemic, “nonessential” though highly important programs, such as centers for teaching and learning (CTLs), are very likely to be underfunded. In this study, we illustrate how underfunded programs can leverage peer collaboration and support to initiate productive, formal systems of assistance for faculty by describing a number of such programs developed by and/or coordinated by our CTL. Moreover, we propose that sustainable programs, especially at small liberal arts institutions, must include a strong component of peer networking and in-house expertise rather than relying on outside consulting services. In a climate of shrinking dollars, CTLs can still perform some key roles effectively while continuing to advocate for more adequate funding.

Keywords

peer collaboration, developing centers, resources

How to Cite

Coria-Navia, A., & Moncrieff, S. (2021). Leveraging collaboration and peer support to initiate and sustain a faculty development program. To Improve the Academy: A Journal of Educational Development, 40(2). doi: https://doi.org/10.3998/tia.970
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Authors

Anneris Coria-Navia (Andrews University)
Scott Moncrieff (Andrews University)

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Creative Commons Attribution-NonCommercial-NoDerivs 4.0

Competing Interests

None.

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Peer Review

This article has been peer reviewed.

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