Articles
88 results
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 • Winter 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 • Winter 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 • Winter 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 • Winter 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 • Winter 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 • Winter 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 • Winter 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 • Winter 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 • Winter 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 • Winter 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
Promoting STEM faculty members’ DBER literacy: Findings from an internal grant program
Annwesa Dasgupta, Justin L. Hess and Pratibha Varma-Nelson
2024-11-19 Volume 43 • Issue 2 • 2024 • Fall
Essential to students’ intercultural learning abroad? Faculty intercultural development as key to leverage effective pedagogies
Whitney Sherman, Nina Namaste, Anne Gibson and Ezra Spira-Cohen
2024-11-19 Volume 43 • Issue 2 • 2024 • Fall
Examining SGIDs through a disability lens: Increasing awareness and access in a CTL program
Emily O. Gravett and Daisy L. Breneman
2024-11-19 Volume 43 • Issue 2 • 2024 • Fall
Integrating learner-centered design and user-centered design for meaningful instructor onboarding: Supporting large-scale curricular changes to general education
Katelyn M. Southard, Julie Christen and Anuj Gupta
2024-11-19 Volume 43 • Issue 2 • 2024 • Fall
A process for updating teaching evaluation criteria, for formative and summative purposes, at a primarily undergraduate Hispanic-Serving Institution
Jodi Cressman, Kelly Burns, Irina Calin-Jageman, Denise E. King, Anthony J. Krafnick, Yuanqing Li, Brooke Reavey, Penny Silvers and Scott A. Kreher
2024-11-19 Volume 43 • Issue 2 • 2024 • Fall
Validating the Critical Teaching Behaviors Midterm Feedback Instrument for enhanced teaching effectiveness and student engagement
Claudia Cornejo Happel, Chad Rohrbacher, Teha Cooks, Jenna Korentsides, Joseph R. Keebler, Carmen Van Ommen, Kimberly N. Williams and Lauren Barbeau
2024-11-19 Volume 43 • Issue 2 • 2024 • Fall
Nationwide inclusive facilitator training: Mindsets, practices, and growth
Diane Codding, Alexandria H. Yen, Haley Lewis, Vanessa Johnson-Ojeda, Regina F. Frey, Sarah Chobot Hokanson and Bennett B. Goldberg
2024-11-19 Volume 43 • Issue 2 • 2024 • Fall
Measuring pandemic change: Analyzing syllabi for student-centeredness over time
Lori A. Mumpower, Chad Rohrbacher, Joshua Caulkins and Jenna Korentsides
2024-11-19 Volume 43 • Issue 2 • 2024 • Fall
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
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
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