Volume 41 • Issue 2 • 2022 • Fall
Research
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
Fellow travelers: Taking stock of faculty fellows programs in the age of organizational development
Susan A. Colby, Laura Cruz, Danielle Cordaro and Clare Cruz
2022-11-19 Volume 41 • Issue 2 • 2022 • Fall
Centering Black women faculty: Magnifying powerful voices
Christen Priddie, Dajanae Palmer, Samantha Silberstein and Allison BrckaLorenz
2022-11-19 Volume 41 • Issue 2 • 2022 • Fall
Data-driven iterative refinements to educational development services: directly measuring the impacts of consultations on course and syllabus design
Chad Hershock, Laura Ochs Pottmeyer, Jessica Harrell, Sophie le Blanc, Marisella Rodriguez, Jacqueline Stimson, Katharine Phelps Walsh and Emily Daniels Weiss
2022-11-19 Volume 41 • Issue 2 • 2022 • Fall
Professionalization and the forgotten system: Observed practices and perceptions at the intersection of informal and formal faculty development
Janie Brennan, Todd Fernandez and Joe Tranquillo
2022-11-19 Volume 41 • Issue 2 • 2022 • Fall
Practice
Transforming departmental culture: Empowering a department through appreciative inquiry
Symphony D. Oxendine, Kerry K. Robinson and Michele A. Parker
2022-11-19 Volume 41 • Issue 2 • 2022 • Fall
A case study in teaching inclusive teaching
Zitsi Mirakhur, Christopher Chen and Sarah Schwarz
2022-11-19 Volume 41 • Issue 2 • 2022 • Fall
Reflections on pedagogical practice and development through multidisciplinary triadic peer mentorship
Nicole Charles, Nathalie Moon and Andrew P. Dicks
2022-11-19 Volume 41 • Issue 2 • 2022 • Fall
MegaSoTL: Supporting pedagogical research across multiple institutions
Sara Nasrollahian Mojarad and Laura Cruz
2022-11-19 Volume 41 • Issue 2 • 2022 • Fall