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Showing 1 to 15 of 174 results Save | Export
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Jane Hammons – To Improve the Academy, 2024
In the library and information science (LIS) literature, there are examples of librarians leading educational development initiatives, often centered on information literacy (IL). However, there does not appear to have been significant exploration in the educational development literature of librarians acting as educational developers. This…
Descriptors: Academic Libraries, Librarians, Information Literacy, Educational Development
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Eric S. Belt; Becky Menendez; Christina M. Cestone – To Improve the Academy, 2024
Center for teaching and learning (CTL) websites help communicate information, services, and opportunities to institutional stakeholders while also serving as an institutional brand to external audiences. Thus, CTL websites must strike a balance of being publicly accessible and user-friendly while also providing various support, resources, and…
Descriptors: Faculty Development, Web Sites, Electronic Learning, Higher Education
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Mallory A. Jackson; Mary Pat Wenderoth – To Improve the Academy, 2024
We sought to identify which aspects of our professional development program, the Consortium for the Advancement of Undergraduate STEM Education (CAUSE), were most useful for the participants. CAUSE was designed to support STEM faculty as they implement evidence-based teaching practices. We interviewed six faculty participants (Fellows) to address…
Descriptors: STEM Education, Faculty Development, Teaching Methods, Evidence Based Practice
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Maria T. Gallardo-Williams; Diane D. Chapman – To Improve the Academy, 2024
The Faculty Conversation Series at North Carolina State University, offered by the Office for Faculty Excellence, is a virtual option to connect faculty across campus to discuss topics immediately relevant to the unique teaching needs that we are currently experiencing, ranging from technical aspects of teaching online to mental health needs of…
Descriptors: State Universities, College Faculty, Peer Relationship, COVID-19
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Sarah McCorkle; William O'Brochta; Cathy Box; Mary-Catherine Dean – To Improve the Academy, 2024
Faculty members impacted by the COVID-19 pandemic inadvertently participated in a historic, widespread, and rapidly occurring educational development phenomenon: the global shift toward emergency remote teaching. We surveyed faculty members (n = 502) at four different institutions (a community college and a small, medium-sized, and large…
Descriptors: COVID-19, Pandemics, Educational Practices, College Faculty
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Laura A. Lukes; Sophia Abbot; Lindsay Wheeler; Dayna Henry; Liesl Baum; Kim Case; Melissa Wells; Edward J. Brantmeier – To Improve the Academy, 2024
As centers for teaching and learning increasingly offer support and leadership for the scholarship of teaching and learning (SoTL) at their institutions, educational developers need better tools to plan their SoTL programming. This article shares the work of a regional network of educational developers across six institutions in Virginia, who…
Descriptors: Strategic Planning, Educational Planning, Educational Development, Scholarship
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Dana Hayward; Christine Baumgarthuber; Mary C. Wright; Jennifer J. Kim – To Improve the Academy, 2024
A theory of change is a prediction about desired outcomes and the actions that may prompt them. Research on educational change suggests that explicit theories of change are essential for effectively engaging in academic change work. While many centers for teaching and learning (CTL) express aims around organizational change, a recent study was not…
Descriptors: Educational Theories, Educational Change, Organizational Change, Teacher Centers
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Mark Hofer; Adam Barger; Kelly Leffel; Katalin Wargo – To Improve the Academy, 2024
The COVID-19 pandemic and the shift to remote, blended, and online teaching and learning presented universities around the world with myriad challenges. This rapid shift into uncharted territory, however, also created an opportunity for faculty developers to lead exploration of new pedagogies, challenging teaching assumptions. In this article, we…
Descriptors: Blended Learning, Communities of Practice, Educational Change, COVID-19
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Alison Cook-Sather – To Improve the Academy, 2024
How faculty choose--or feel compelled--to spend time on preparing for and reflecting on their teaching is influenced both by capitalist notions of efficiency and productivity and by human, relationship-focused conceptions of growth. The educational development opportunities that faculty are offered at the intersection of these influences can…
Descriptors: Reflective Teaching, Empowerment, Educational Development, Teacher Student Relationship
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Emily O. Gravett; Dorothe Bach – To Improve the Academy, 2024
We are in a particular moment in human history when climate change and environmental degradation, and the accompanying "eco-anxiety" many of us feel, are challenging predominant ways of living and educating. Just as educational developers have started turning a critical lens inward around other important social justice issues, we all…
Descriptors: Indigenous Knowledge, Taxonomy, Social Justice, Learning Theories
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Cardamone, Carie N.; Dwyer, Heather – To Improve the Academy, 2023
Remote teaching created a unique opportunity to study the experiences of faculty participating in a course design institute. Hundreds enrolled in our online institute, where technologies (e.g., Zoom, Canvas, Google Docs) facilitated interactions among participants and preserved their ideas and perspectives throughout the program. Using a grounded…
Descriptors: Mixed Methods Research, Curriculum Design, Educational Development, Grounded Theory
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Shamash, Emily R.; Berrett-Abebe, Julie; Smith, LaTasha; Storms, Stephanie; Regan, Michael; Novella, Jocelyn; Grupp, Laurie L.; Smith, Emily; Martin, Alyson – To Improve the Academy, 2023
This article explores how one higher education faculty learning community engaged in reflective practices in pursuit of their commitment to the inclusion of anti-racist content and pedagogy across their multidisciplinary curriculums. As a key initial step in engaging in this collaborative, cross-disciplinary work, they set out to consider…
Descriptors: Higher Education, College Faculty, Communities of Practice, Reflective Teaching
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Tocco, Audrey J.; Mehrhoff, Lauren A.; Osborn, Haley M.; McCartin, Lyda F.; Jameson, Molly M. – To Improve the Academy, 2023
Pedagogical metacognition, or the reflective and reflexive actions associated with teaching practice, strengthens the planning, monitoring, evaluation, and adjustment of teaching in higher education faculty. Learning communities are optimal environments to foster this active teaching reflection. This study incorporated pedagogical metacognition…
Descriptors: Communities of Practice, Teaching Methods, Metacognition, Higher Education
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Haywood, Benajmin K.; Boyd, Diane E.; McArthur, John A. – To Improve the Academy, 2023
In the spring of 2020, many institutions of higher education rapidly adopted new models of course delivery to support the ongoing need for instructional flexibility in response to the SARS-CoV-2 pandemic. This article discusses how the transition to a flexible instructional model at Furman University created space for faculty to consider the value…
Descriptors: COVID-19, Pandemics, Inclusion, Curriculum Design
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Attas, Robin; Anstey, Lauren; Brant, Lindsay; McRae, Karalyn – To Improve the Academy, 2023
In the spring of 2020, our Centre for Teaching and Learning (CTL) developed the Transforming Teaching and Teaching Assistant Toolkits, consisting of inhouse and curated open-access resources on various aspects of remote teaching, along with accompanying webinars. We deliberately infused principles of equity, diversity, and inclusion (EDI) and…
Descriptors: Equal Education, Diversity, Inclusion, Decolonization
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