Volume 42 • Issue 2 • 2023 • Fall


Practice

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

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

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

Research

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

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

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

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

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

Correction Notice

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

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