Volume 42 • Issue 1 • 2023 • Spring


Practice

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

2023-05-11 Volume 42 • Issue 1 • 2023 • Spring

Practical guidelines for development of a university-wide faculty mentorship program using a multimodal mentoring network model
Practical guidelines for development of a university-wide faculty mentorship program using a multimodal mentoring network model

Matthew G. Schwartz

2023-05-11 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

2023-05-11 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
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

2023-05-11 Volume 42 • Issue 1 • 2023 • Spring

Purpose, place, and people: How the pandemic helped foster open and inclusive course design
Purpose, place, and people: How the pandemic helped foster open and inclusive course design

Benajmin K. Haywood, Diane E. Boyd and John A. McArthur

2023-05-11 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
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

2023-05-11 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
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

2023-05-11 Volume 42 • Issue 1 • 2023 • Spring

Research

A mixed methods study of faculty experiences in a course design institute
A mixed methods study of faculty experiences in a course design institute

Carie N Cardamone and Heather Dwyer

2023-05-11 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

2023-05-11 Volume 42 • Issue 1 • 2023 • Spring

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