Articles
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
2023-05-12 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
2023-05-12 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
2023-05-12 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
2023-05-12 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
2023-05-12 Volume 42 • Issue 1 • 2023 • Spring
A mixed methods study of faculty experiences in a course design institute
Carie N Cardamone and Heather Dwyer
2023-05-12 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
2023-05-12 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
2023-05-12 Volume 42 • Issue 1 • 2023 • Spring
How search committees assess teaching: Lessons for CTLs
Katharine Phelps Walsh, Laura Ochs Pottmeyer, Deborah Meizlish and Chad Hershock
2022-11-19 Volume 41 • Issue 2 • 2022 • Fall