Articles
66 results
From terror to pride: Supporting faculty through a blended learning community of transformation during the COVID-19 pandemic
Mark Hofer, Adam Barger, Kelly Leffel and Katalin Wargo
2024-05-30 Volume 43 • Issue 1 • 2024 • Spring
A thematic analysis of interviews reveals how a STEM faculty development program supported the complexity of implementing evidence-based teaching
Mallory A. Jackson and Mary Pat Wenderoth
2024-05-30 Volume 43 • Issue 1 • 2024 • Spring
Sustaining and supporting the momentum of enduring pandemic practices
Sarah McCorkle, William O'Brochta, Cathy Box and Mary-Catherine Dean
2024-05-30 Volume 43 • Issue 1 • 2024 • Spring
Strategic planning tools for educational developers supporting SoTL cultures and programs at their institutions
Laura A. Lukes, Sophia Abbot, Lindsay Wheeler, Dayna S. Henry, Kim Case, Liesl Baum, Melissa Wells and Edward J. Brantmeier
2024-05-30 Volume 43 • Issue 1 • 2024 • Spring
Center for teaching and learning websites as online faculty development: A framework
Eric S. Belt, Becky Menendez and Christina M. Cestone
2024-05-30 Volume 43 • Issue 1 • 2024 • Spring
Beyond the “Human Dimension”: Expanding Fink’s taxonomy of significant learning to include the more-than-human world
Emily O. Gravett and Dorothe Bach
2024-05-30 Volume 43 • Issue 1 • 2024 • Spring
Developing theories of change to advance center for teaching and learning work
Dana Hayward, Christine Baumgarthuber, Mary C. Wright and Jennifer J. Kim
2024-05-30 Volume 43 • Issue 1 • 2024 • Spring
Faculty peer-to-peer learning and support online during difficult times: Main types of interactions and engagement during structured faculty conversations
Maria T. Gallardo-Williams and Diane D. Chapman
2024-05-30 Volume 43 • Issue 1 • 2024 • Spring
Meanings of community: Educational developers experience care, satisfying contributions, and belonging in a collaboration across institutions
Thomas M. Colclough, William J. Howitz, Daniel Mann, Katherine Kearns and Darren S. Hoffmann
2023-12-18 Volume 42 • Issue 2 • 2023 • Fall
Writing communities to (re-) engage faculty: The U See I Write Initiative
Ilona S. Yim, Nina Bandelj, Olga V. Razorenova and Peiyi Wang
2023-12-18 Volume 42 • Issue 2 • 2023 • Fall
Designing for impact: The center for teaching and learning as a cultivator of a faculty learner-leader praxis
Monica Stitt-Bergh, Debra Fowler, Jonan Phillip Donaldson, Ra'sheedah Richardson, Truth Hunter and Clinton A. Patterson
2023-12-18 Volume 42 • Issue 2 • 2023 • Fall
Designing programs to prepare future faculty for academic careers: Insights from a longitudinal case study of a multidisciplinary cohort-based program model for doctoral students
Laura A. Lukes, Lamis M. Ibrahim and Laurence Bray
2023-12-18 Volume 42 • Issue 2 • 2023 • Fall
Evidencing the value of educational development: Charting a course on the waves and winds of change
Jovan Groen, Carolyn Hoessler, Carolyn Ives, Veronica Bamber, Corinne Laverty and Klodiana Kolomitro
2023-12-18 Volume 42 • Issue 2 • 2023 • Fall
Developing critical literacy: An urgent goal
Victoria Appatova and Alice Horning
2023-12-18 Volume 42 • Issue 2 • 2023 • Fall
An exploration of trauma-inclusive pedagogy and students’ perceptions of academic success
R. Jason Lynch and Krista Wojdak
2023-12-18 Volume 42 • Issue 2 • 2023 • Fall
Correction notice for "Practical guidelines for development of a university-wide faculty mentorship program using a multimodal mentoring network model" by Matthew G. Schwartz (To Improve the Academy, 2023, Vol. 42, No. 1)
Michael S. Palmer and Lindsay Wheeler
2023-12-18 Volume 42 • Issue 2 • 2023 • Fall
Impacts of campus disruption on educational developers’ role-identity and teamwork
William V. Pilny, Benjamin Brock and Stephanie Laggini Fiore
2023-12-18 Volume 42 • Issue 2 • 2023 • Fall
A collaborative model for faculty development: Helping faculty develop inclusive teaching practices
Christina Bifulco and Christopher Drue
2023-12-18 Volume 42 • Issue 2 • 2023 • Fall
Exploring the impact of student-faculty partnership program at a Hispanic Serving Institution
Alyssa Guadalupe Cavazos, Lesley Chapa and Javier Cavazos-Vela
2023-12-18 Volume 42 • Issue 2 • 2023 • Fall
Cultivating capacity with a mentoring guild: Constellations continued
Tracy W. Smith, Jennifer R. Luetkemeyer, Rachel Wilson, Aftynne E. Cheek and Denise Brewer
2023-12-18 Volume 42 • Issue 2 • 2023 • Fall
A mixed methods study of faculty experiences in a course design institute
Carie N Cardamone and Heather Dwyer
2023-05-11 Volume 42 • Issue 1 • 2023 • Spring
Facing wicked problems during a pandemic and beyond: A case study in using design thinking for CTL development and growth
Jenna Pack Sheffield and Devon Moore
2023-05-11 Volume 42 • Issue 1 • 2023 • Spring