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Bass, Randall – To Improve the Academy, 2020
Revisiting an essay from 1999, this article explores the current conditions in higher education, and society more broadly, that help shape the roles for the scholarship of teaching and learning (SoTL) and educational development. By seeing the current "crises" of higher education not only as "problems" to be investigated but as…
Descriptors: Higher Education, Educational Trends, Educational Change, Educational Development
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Massey, Kyle D.; DeLuca, Christopher; LaPointe-McEwan, Danielle – To Improve the Academy, 2020
This research explores how faculty members' conceptions of assessment and confidence in assessment change as a result of an instructor training course. Based on a sample of 27 faculty members enrolled in a semester-long instructional development course, this survey-based study provides initial evidence that faculty members can develop confidence…
Descriptors: Faculty Development, College Faculty, Teacher Attitudes, Self Efficacy
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Sipes, Shannon M.; Minix, Amy L.; Barton, Matt – To Improve the Academy, 2020
In an effort to increase visibility of and access to the scholarship of teaching and learning (SoTL) work on one campus, a collaboration formed between a faculty developer, a librarian, and a media specialist within a center for teaching and learning (CTL). Building on the frameworks of community of practice, professional learning network, and…
Descriptors: Social Networks, Scholarship, Instruction, Learning
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Lovett, Marsha; Hershock, Chad – To Improve the Academy, 2020
A prominent goal of colleges and universities today is to enact data-driven teaching and learning. Faculty clearly play a key role, and yet they tend to have limited time, a lack of training in assessment or education research, and few incentives for engaging in this work. We describe a framework designed to address the practical and cultural…
Descriptors: Teaching Methods, Data Analysis, Systems Approach, Lesson Plans
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Reddick, Richard J.; Bukoski, Beth E.; Smith, Stella L. – To Improve the Academy, 2020
Predominantly White institutions (PWIs) in creative class cities offer contradictory experiences for Black faculty, who engage in invisible additional labor in response to racial aggressions, termed cultural taxation (CT). With an understanding that equity-minded faculty development is an essential space in which to respond to this reality, our…
Descriptors: College Faculty, Faculty Workload, Noninstructional Responsibility, African American Teachers
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Smith, Tracy W.; Greenwald, Sarah J.; Nave, Lillian Y.; Mansure, Victor N.; Howell, Michael L. – To Improve the Academy, 2020
This critical retrospective review describes the ideation, creation, and implementation of a faculty development fellows program at a regional comprehensive university. The authors share their perspectives as fellows regarding primary considerations for designing the program, including attention to the fellows selection process, required…
Descriptors: Fellowships, Faculty Development, Faculty College Relationship, Educational Innovation
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Smith, Gary A. – To Improve the Academy, 2020
Many faculty members demonstrate unwavering resistance to adopting research-based instructional strategies. This phenomenon commonly fits with motivated reasoning, whereby a person feels threatened by persuasion to change, leading to overtly defensive and sometimes disruptive behaviors and refusal. Changing away from established practices may…
Descriptors: College Faculty, Educational Change, Teaching Methods, Teacher Motivation
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Jacobson, Wayne; Cole, Renee – To Improve the Academy, 2020
Significant progress has been made in understanding science, technology, engineering, and mathematics (STEM) education and ways it can be improved, but propagation of change remains a challenge. This study presents an analysis of STEM faculty responses to open-text survey questions that asked them to identify motivations and obstacles to making…
Descriptors: STEM Education, College Faculty, Barriers, Teaching Methods
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Zito, Angela J. – To Improve the Academy, 2019
This essay argues that description of student learning goals as various "skills" presents a conceptual threshold lying between and connecting routinely dichotomized characterizations of student learning--most notably, "concrete" versus "abstract." Qualitative analysis of instructor interviews shows that…
Descriptors: Educational Objectives, Language Usage, Skill Development, Learning Processes
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Donlan, Alice E.; Loughlin, Sandra M.; Byrne, Virginia L. – To Improve the Academy, 2019
There is often a disconnect between the unit of analysis in rigorous education research, and the types of recommendations that instructors find the most useful to improve their teaching. Research often focuses on narrow slices of the student experience, and university instructors often require broad recommendations. We present the Fearless…
Descriptors: Guidelines, College Faculty, Learner Engagement, Educational Research
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Grupp, Laurie L.; Little, Deandra – To Improve the Academy, 2019
Educational developers are called to serve as thought leaders, change agents, and advocates while also working to fulfill the teaching and learning mission of their centers. Research on change leadership informs our understanding of the work, yet may not go far enough to describe the complex roles, responsibilities, and positions of educational…
Descriptors: Educational Change, Educational Development, Transformational Leadership, Competence
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Cruz, Laura; Cunningham, Kathryn; Smentkowski, Brian; Steiner, Hillary – To Improve the Academy, 2019
This article presents a scholarship of teaching and learning (SoTL) scaffold, a conceptual model designed for educational developers (and others) who support the values, practices, and production of the SoTL, both on their campuses and beyond. The SoTL scaffold explicates distinct support levels, ranging from spark to lead, each of which call for…
Descriptors: Teaching Methods, Learning Processes, Educational Development, Concept Formation
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Smith, Tracy W.; Bradbury, Leslie U. – To Improve the Academy, 2019
This article examines the development of a self-study/critical friend (SSCF) model of educational development. The SSCF model provides benefits for the self-study teacher in the form of personalized, sustained support. The critical friend in the pairing described here also serves as an educational development fellow, so this study provided an…
Descriptors: Self Evaluation (Individuals), Teacher Collaboration, Faculty Development, Program Effectiveness
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Brinthaupt, Thomas M.; Cruz, Laura; Otto, Sheila; Pinter, Mike – To Improve the Academy, 2019
Many centers for teaching and learning (CTL) are challenged with developing new programs and services that are constrained by limited staff and resources. Tapping into on- and off-campus expertise is one way for CTL to expand their range of options for faculty development. In this paper, we present a framework that describes how CTL can assess the…
Descriptors: Resource Centers, Higher Education, College Faculty, Faculty Development
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Rudenga, Kristin J.; Gravett, Emily O. – To Improve the Academy, 2019
While impostor syndrome or impostor phenomenon ("IP") is prevalent in higher education, with known negative effects, no study has yet investigated the experiences of IP among educational developers. After first reviewing prior research on the phenomenon, we use survey data to describe its frequency and manifestations within educational…
Descriptors: Educational Development, Educational Research, Higher Education, Psychological Patterns
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