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Stephanie Laggini Fiore; Benjamin Brock; William V. Pilny – Journal on Excellence in College Teaching, 2024
Educational developers can help construct a more socially-just society by promoting equitable learning within higher education (Bass, 2020; Dawson et al., 2010). In this light, The Student Oriented Active Redesign (SOAR) Project sought to proactively catalyze pedagogical and curricular change in high-failure courses. While most participating…
Descriptors: Faculty, Professional Identity, Educational Development, Social Justice
Paul Dean; Franchesca V. Nestor – Journal on Excellence in College Teaching, 2024
This study evaluates student and faculty experiences with an anti-racism unit added to a first-year seminar. Student attitudes about race shifted little, but gains were reported in more racially diverse classrooms and in factual information on racial inequality. A majority of students reported favorable reactions to an antiracism reading, with the…
Descriptors: Racism, Student Attitudes, Racial Attitudes, Attitude Change
Amy E. Hall; Kelly Jo Fulkerson Dikuua – Journal on Excellence in College Teaching, 2024
In health science education, interprofessional education (IPE) and collaboration (IPC) support the creation of healthcare teams that provide optimal patient care. Despite the need for increased IPE/IPC, most faculty remain siloed by discipline, offering an opportunity for teaching centers to serve as IPE/IPC hubs. This article explores faculty…
Descriptors: Teacher Collaboration, Faculty, Communities of Practice, Health Sciences
Gabriela Gui; Rick Vandermolen; Rui Niu-Cooper; Mary Bair – Journal on Excellence in College Teaching, 2024
The COVID-19 pandemic of 2020-21 caused faculty to struggle with remote teaching and scholarship productivity. This article examines the experiences of faculty members who participated in a professional development project focused on writing for publication during the pandemic. Through an academic literacy lens, results indicate that participation…
Descriptors: Communities of Practice, Professional Identity, Faculty, Scholarship
Langlois, Jamie J.; Baca, Jeannette M.; Gonzalez, Debbie; Kirk, Mary M. – Journal on Excellence in College Teaching, 2023
Four educators who teach in four different higher education institutions across the United States engaged in a reflective analysis to make sense of their collective teaching experience during the crisis of the pandemic. Upon a review of the literature, three extant constructs were identified: Trauma-Informed Pedagogy, Community of Inquiry, and…
Descriptors: College Faculty, Teacher Attitudes, Teaching Experience, COVID-19
Wyant, James D.; Tsuda, Emi; Voelker, Dana K.; Bulger, Sean M.; Barnicle, Scott P. – Journal on Excellence in College Teaching, 2023
Higher education institutions are constantly being challenged to equip graduates with relevant knowledge and skills for entering an increasingly diverse and globalized economy and workforce. The authors summarize internationalization efforts in higher education as an alternative to the traditional study abroad experience, and they describe how one…
Descriptors: Cooperative Learning, Electronic Learning, International Cooperation, College Faculty
Richard G. Fuller; James R. Shock; Jason Draper; James A. Bernauer; Nadine C. Englert; E. Gregory Holdan; Shamika Zyhier – Journal on Excellence in College Teaching, 2023
The authors' research develops new understanding of undergraduate student engagement as a product of the flipped classroom learning model. Using a mixed-methods approach, 408 undergraduate students were surveyed and 18 interviewed across marketing, mathematics, nursing, and education majors. The motivating goals of this research were to identify…
Descriptors: Undergraduate Students, Flipped Classroom, Learner Engagement, Nursing Students
Miller, Ryan A.; Howell, Cathy D.; Knight, Shawn – Journal on Excellence in College Teaching, 2022
Increasingly, colleges and universities require at least one diversity course as part of general education programs. Students in required undergraduate diversity courses may challenge the credibility and authority of their instructors, particularly if these faculty members belong to minoritized social identity groups. The authors report on…
Descriptors: College Faculty, Undergraduate Students, Credibility, Courses
Haber-Curran, P.; Dean-Scott, S. – Journal on Excellence in College Teaching, 2022
This article focuses on learner-centered pedagogical strategies that quality educators employ in their teaching. Using an interpretive phenomenological approach drawing on interviews with faculty members and students, observation of teaching, and document review, the authors examined ways that faculty members engaged students and facilitated…
Descriptors: Student Centered Learning, Educational Strategies, College Faculty, College Students
Hailu, Meseret F.; Deal, Kristin; Tuitt, Franklin A.; Tabron, Lolita A. – Journal on Excellence in College Teaching, 2022
The authors present a taxonomy of pedagogical activities that can be used by teacher educators to foster a critical race praxis. The target audience is college- and university-level faculty committed to advancing equity in education. They first review the extant literature about critical consciousness in education. Next, they describe seven…
Descriptors: Teacher Educators, Teacher Education Programs, Critical Theory, Race
Rodriguez, Crystal C.; Rima, Brandi – Journal on Excellence in College Teaching, 2022
"¡Presente!" is a faculty development program for redesigning course curricula to meaningfully include Latinx/a/o studies across disciplines. The authors describe the program as a model for others, especially Hispanic-serving and emerging institutions, to create inclusive, culturally-relevant curricula and pedagogy. They describe…
Descriptors: Inclusion, Multicultural Education, College Curriculum, Faculty Development
Harter, Alyssa; Jacobi, Laura – Journal on Excellence in College Teaching, 2021
The Circular Model of Collegiate Co-Teaching (Morelock et al., 2017) examines power and authority structures, dynamics of co-teaching relationships, and co-teachers' perceptions of co-teaching. The model does not include student perceptions, however, and it has not been applied to veteran-novice instructor pairs. The authors conducted a case study…
Descriptors: Team Teaching, Teacher Collaboration, Teacher Attitudes, Student Attitudes
Abusalim, Anoud – Journal on Excellence in College Teaching, 2020
Reflection is a familiar term in higher education that is often recommended as a means of improving teaching. Employing a qualitative interview approach, the author examines some of the characteristics of the reflective practices of four excellent instructors teaching in a U.S.-modeled university. The instructors' accounts draw on John Dewey's…
Descriptors: College Faculty, Teacher Characteristics, Teacher Effectiveness, Educational Quality
Barthold, Christine Hoffner – Journal on Excellence in College Teaching, 2020
Over the past two decades, postsecondary classrooms have been shifting from passive to active learning methods. This shift has been supported by behavior analysis, which has a rich history of strategies that promote active student responding and engagement. One behavior analytic strategy is interteaching, whereby students discuss questions based…
Descriptors: College Instruction, Active Learning, Discussion (Teaching Technique), Lecture Method
Peacock, Jessica L.; FitzPatrick, Kathleen; Finn, Kevin E. – Journal on Excellence in College Teaching, 2020
The authors determined whether positive perceptions of integrating lecture and lab in Anatomy and Physiology courses persisted from 2015-2018. Students (843) and instructors (56) completed the Student Assessment of Their Learning Gains survey; perceptions were positive and consistent between both groups. Participant narratives identified the…
Descriptors: Anatomy, Physiology, Student Attitudes, Academic Achievement