Articles
56 results
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
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
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
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
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
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
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
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
Developing critical literacy: An urgent goal
Victoria Appatova and Alice Horning
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
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
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
The value of process in racial equity work: Reflections from a faculty learning community
Emily R. Shamash, Julie Berrett-Abebe, LaTasha Smith, Stephanie Storms, Michael Regan, Jocelyn Novella, Laurie L. Grupp, Emily Smith and Alyson Martin
2023-05-11 Volume 42 • Issue 1 • 2023 • Spring
Managing programmatic trade-offs for centers of teaching and learning: Applying a segmentation, targeting, and positioning approach to pedagogical offerings
Christopher V.H.-H. Chen, Ian G. Althouse, Caitlin P. DeClercq and Mark L. Phillipson
2023-05-11 Volume 42 • Issue 1 • 2023 • Spring
Infusion rather than isolation: Integrating principles of equity, diversity, inclusion, decolonization, and Indigenization in toolkits for remote instruction during the COVID-19 pandemic
Robin Attas, Lauren Anstey, Lindsay Brant and Karalyn McRae
2023-05-11 Volume 42 • Issue 1 • 2023 • Spring
Learning communities promote pedagogical metacognition in higher education faculty
Audrey J. Tocco, Lauren A. Mehrhoff, Haley M. Osborn, Lyda F. McCartin and Molly M. Jameson
2023-05-11 Volume 42 • Issue 1 • 2023 • Spring
Managing for agility in constant change: HR strategies for teaching center leaders
Carolyn Hoessler, Donna E. Ellis and Bob Bayles
2023-05-11 Volume 42 • Issue 1 • 2023 • Spring
Purpose, place, and people: How the pandemic helped foster open and inclusive course design
Benajmin K. Haywood, Diane E. Boyd and John A. McArthur
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
Reflections on pedagogical practice and development through multidisciplinary triadic peer mentorship
Nicole Charles, Nathalie Moon and Andrew P. Dicks
2022-11-18 Volume 41 • Issue 2 • 2022 • Fall
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 and Emily Daniels Weiss
2022-11-18 Volume 41 • Issue 2 • 2022 • Fall
Transforming departmental culture: Empowering a department through appreciative inquiry
Symphony D. Oxendine, Kerry K. Robinson and Michele A. Parker
2022-11-18 Volume 41 • Issue 2 • 2022 • Fall
Professionalization and the forgotten system: Observed practices and perceptions at the intersection of informal and formal faculty development
Janie Brennan, Todd Fernandez and Joe Tranquillo
2022-11-18 Volume 41 • Issue 2 • 2022 • Fall