Our faculty development (FD) work applies Dee Fink's (2013) integrated course design model. In this article, we describe the situational factors related to supporting faculty who teach a required, academically-focused First Year Seminar course at a large public university. We then describe how we designed a suite of FD opportunities with goals…

Popular teaching books often advise instructors to tell students about efforts to improve teaching, and Centers for Teaching and Learning often inadvertently reveal such efforts to students through particular programs. Yet no research exists that investigates students' perceptions of educational development and the growth in teachers that it…

Effective faculty development programs are essential to improving student success and achieving institutional goals. Yet designing and implementing successful faculty development within FYE programs remain a challenge. We examine these challenges and discuss how a redesigned on-campus faculty development effort, connected to an online course on…

The success of the first-year experience (FYE) course hangs on the effectiveness of the individual faculty members who are given the task of educating first-year students in a particularly important developmental period. This article applies a flipped classroom strategy for kickstarting meaningful classroom discussion in Mathematics Education to…

There are limited viewpoints in the literature about peer observation of teaching in higher education and how it can be an effective tool to improve the quality of instruction in the classroom (Bell, 2001; Bell, 2005; Bell & Mladenovic, 2008; Brancato, 2003; Chism, 2007; Huston & Weaver, 2008; Shortland, 2004; Shortland, 2010; Smith,…

Faculty in their early careers discover unique and unanticipated concerns in navigating academia and attempting to create life balance. These needs must be addressed to ensure retention and success in the tenure process. This exploratory study found the creation of first-year faculty learning communities (FLCs) provides needed, integral, and…

This paper describes the experiences of four diverse faculty, representing chemistry, education, faculty development, and entrepreneurship, who participated in a voluntary reading circle to discuss teaching and learning in higher education. We provide examples of how our circle shared pedagogical ideas, engaged in collaborative scholarly projects,…

Assessment is a cyclical process within which educators construct outcomes, implement programs, assess constructs such as learning, evaluate results, and utilize results to craft stronger programs and services. Within educational and faculty development, assessment measures program impact on faculty, students, and/or institutional culture.…

Consultation has been found to improve teaching effectiveness, have benefits on teaching effectiveness for both young and older faculty members, and have persistent benefits beyond the consultation process. In light of the prevalent use of consultation in educational development, this qualitative study explored how educational developers…

As the title suggests, this article offers the concept that assessing course outcomes does not have to be difficult. The authors believe that some adaptation of the process they have described in this article should provide students with an opportunity to provide meaningful feedback about what the course covered and what was required of them. The…

Resident doctors have an important and integral responsibility of teaching a number of individuals. The purpose of this study was to measure the effectiveness of the University of Saskatchewan's resident-as-teacher training course--Teaching Improvement Project Systems (TIPS). Residents who attended the TIPS course from January, 2010 through June,…

Although it has been shown that mentorship is predictive of more effective teaching and adherence to model teaching criteria for Early Career Psychologists (ECPs) (Troisi, Leder-Elder, Stiegler-Balfour, Fleck, Good, in press), little research has examined the differential utility of various types of mentors among university faculty members. We…

What do students think about the learning process? This article describes the patterns of what students think about their learning, gathered from 45 classes using mid-semester Small Group Instructional Diagnosis (SGID). We learned that SDIGs provided insights into students' perceptions of how learning works that are not identified in the…

The purpose of this study is to explore how college faculty characteristics are related to their teaching concerns based on Fuller's model of teacher concern (self, task, and impact concern). Fuller's model was supported by self and task concerns, though impact concern did not follow the model. Impact concern was the highest among the three…

This study compared end-of-semester student ratings from students who provided mid-semester feedback with those who did not, to measure how consistently students rated teaching effectiveness. Participants included 394 undergraduates in seven classes. Within each class, participants randomly formed the primed group, completing an online survey…