Articles
100 results
Return to Remote: Are Higher Education Instructors Prepared for the Future in a Post-COVID World?
Kimberly Case and Nicole Luongo
2025-10-09 Volume 44 • Issue 2 • 2025 • Fall
The student teaching fellowship program: providing graduate students with meaningful training in teaching through pedagogical development
Alicia Battaglia, Barbora Morra and Andrew Dicks
2025-10-08 Volume 44 • Issue 2 • 2025 • Fall
Supporting faculty parents in professional development: Case studies, recommendations, and a call for inclusive approaches
Anne Marie Gruber and Lindsay Doukopoulos
2025-10-08 Volume 44 • Issue 2 • 2025 • Fall
Social Learning Spaces and the Systems Convening Mindset: Implications for Faculty Development Professionals
Ruth Benander and Brenda Refaei
2025-10-08 Volume 44 • Issue 2 • 2025 • Fall
The Syllabus Challenge: A faculty development intervention for inclusive syllabus practices
Kim A. Case, Jared Keeley, Caroline Cobb, Jennifer Joy-Gaba and Victoria Shivy
2025-10-08 Volume 44 • Issue 2 • 2025 • Fall
Interdisciplinarity and Peer Evaluation as Tools for Enhancing Graduate Student Teaching Training
Andrew Cullen Greene, Molly Goldwasser and Hugh Crumley
2025-10-08 Volume 44 • Issue 2 • 2025 • Fall
Let’s discuss our COPUS together: Findings from data-informed faculty professional development programs across three campuses
Annie Stanfield Ditta, Adriana Signorini, Mathew Williams, Eric R. Johns, Andrea Aebersold, James Zimmerman, Samantha Eastman, Brian Sato and Petra Kranzfelder
2025-10-08 Volume 44 • Issue 2 • 2025 • Fall
Enhancing Inclusive Teaching Measurement: The Development of the Power-Sharing Practices Checklist
Meghan Owenz, Megan Tewksbury and Clare Cruz
2025-10-08 Volume 44 • Issue 2 • 2025 • Fall
Teaching large classes online: bringing many voices into the conversation
Veronique Brulé, Jennie Ferris, Jasmine Parent and Marcy Slapcoff
2025-10-08 Volume 44 • Issue 2 • 2025 • Fall
Centering student perspectives and equity data in a multi-institutional learning community program
Nita A. Tarchinski, Thomas Matthew Colclough, Ashley Atkinson, Emily Bonem, Nathan Emery, Victoria Farrar, Madeleine Gonin, Daniel Guberman, Eleanor Louson, Matthew Mahavongtrakul, Timothy McKay, Marco Molinaro, Meryl Motika, Lizette Alda Muñoz Rojas, Hurshal Pol, Kem Saichaie, Kelsey Smart, Megan Stowe, Natasha T. Turman, Jenna Marie Thomas Vest and Ryan Sweeder
2025-10-08 Volume 44 • Issue 2 • 2025 • Fall
A syllabus analysis tool to advance inclusive and equitable teaching
Ruthann C Thomas, Raechel Soicher, Luna BuGhanem and Amanda R. Baker
2025-10-08 Volume 44 • Issue 2 • 2025 • Fall
Exploring the potential role of educational developers in facilitating curriculum review processes
Derek Thurber and Karen Bossen
2025-03-27 Volume 44 • Issue 1 • 2025 • Spring 2025
Wearing the consultant’s hat: Training faculty to perform quality peer reviews
Eric T. Metzler and Lisa Kurz
2025-03-27 Volume 44 • Issue 1 • 2025 • Spring 2025
Supporting student mental health while enhancing self-care: Evaluating the efficacy of a Graduate Teaching Assistant training module
Kristin M. Brown and Kristen A. Archbell
2025-03-27 Volume 44 • Issue 1 • 2025 • Spring 2025
Curriculum developers: An emerging subset of educational developers
Elizabeth Dickens, Andrea Han, Nausheen Shafiq and Jessica Taggart
2025-03-27 Volume 44 • Issue 1 • 2025 • Spring 2025
Creating effective peer observation faculty training through a community of practice
Becky Tugman, Lauren E. Stephens, Taimi Olsen and Alfred E. Bundrick
2025-03-27 Volume 44 • Issue 1 • 2025 • Spring 2025
They came, they engaged, they changed: Evidence of impact of intensive pandemic professional development
Teresa Focarile, Sarah Lausch, Meagan Haynes, Brittnee Earl, Susan Shadle and Lisa Berry
2025-03-27 Volume 44 • Issue 1 • 2025 • Spring 2025
The professor of the future: Perspectives of university faculty implementing Universal Design for Learning
Brianne W. Morettini, Amy Accardo, Kristen Prentice and Hind Alharbi
2025-03-27 Volume 44 • Issue 1 • 2025 • Spring 2025
Embedded hospitality: A multi-year perspective on the Institute for New Educational Developers (INED), 2015-2023
Laura Cruz, Chris Garrett, Chris Price, Jeremy Schneider and Jessica Tinklenberg
2025-03-27 Volume 44 • Issue 1 • 2025 • Spring 2025
Considerations for educational developers working with academic applicants on writing diversity statements
Stefanie T. Baier and Hima Rawal
2025-03-27 Volume 44 • Issue 1 • 2025 • Spring 2025
Faculty change agents for systemic transformation: Leaders for Inclusive Learning
Kim A. Case, Allison A. Johnson and Sarah E. Golding
2025-03-27 Volume 44 • Issue 1 • 2025 • Spring 2025
Narrative interventions: Power sharing and boundary crossing in action
Esther Skelley Jordan and Linda S. Stewart
2024-11-19 Volume 43 • Issue 2 • 2024 • Fall
“In retrospect, I recognize it as a significant turning point”: A graduate student-centered assessment of a Preparing Future Faculty program
Charmian Lam, Leslie E. Drane, Katherine Kearns, Julie Eyink, Helen Hathorn, Matthew G. Standard, Aybike Tezel, Melissa O'Neill, Jay Howard, Julie Saam and David Daleke
2024-11-19 Volume 43 • Issue 2 • 2024 • Fall