Volume 43 • Issue 1 • 2024 • Spring
Practice
Strategic planning tools for educational developers supporting SoTL cultures and programs at their institutions
Laura A. Lukes, Sophia Abbot, Lindsay Wheeler, Dayna S. Henry, Kim Case, Liesl Baum, Melissa Wells and Edward J. Brantmeier
2024-05-30 Volume 43 • Issue 1 • 2024 • Spring
Beyond the “Human Dimension”: Expanding Fink’s taxonomy of significant learning to include the more-than-human world
Emily O. Gravett and Dorothe Bach
2024-05-30 Volume 43 • Issue 1 • 2024 • Spring
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
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
Research
A thematic analysis of interviews reveals how a STEM faculty development program supported the complexity of implementing evidence-based teaching
Mallory A. Jackson and Mary Pat Wenderoth
2024-05-30 Volume 43 • Issue 1 • 2024 • Spring
Faculty peer-to-peer learning and support online during difficult times: Main types of interactions and engagement during structured faculty conversations
Maria T. Gallardo-Williams and Diane D. Chapman
2024-05-30 Volume 43 • Issue 1 • 2024 • Spring
Sustaining and supporting the momentum of enduring pandemic practices
Sarah McCorkle, William O'Brochta, Cathy Box and Mary-Catherine Dean
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