For many faculty, critical reflection on teaching and learning requires space and time that is not readily available. For fifteen years, we have run a substantial year-long faculty development program designed to help participants: (1) reflect critically on their teaching and their students' learning; and (2) develop a project related to their…

Manuscript rejection is a fact of life for academics, and should be seen as just one step in a process of revision and resubmission that typically results in publication. This manuscript is the second in a two-part series offering suggestions to help authors take action on their rejected manuscripts, including analyzing reviewer feedback, revising…

Institutions of higher learning are expanding their academic reach by offering distance education courses and degree programs. Student demand for distance education continues to grow and so does the need for qualified faculty. The literature presents numerous approaches and best practices regarding new faculty orientation and professional…

As part of the promotion and tenure process, colleges and universities have primarily evaluated faculty members on three key functional areas: research, teaching, and service. In this article, we examine how the use of collegiality as a possible fourth criterion for faculty evaluation affects faculty power dynamics, how U.S. courts have addressed…

This study assesses an asset-based approach to international teaching assistant (ITA) training at a public research institution. The program is a peer mentorship-based learning community that facilitates ITAs' cultural awareness and pedagogic development. Survey results indicate the program positively impacted participants' teaching skills,…

This article is the second in a series of three articles about microaggressions. All of the articles are tailored specifically to help enable faculty developers, provosts and directors of diversity and training, faculty, and administrators to address the most critical issues related to this topic in higher education. Specific responses to and…

Understanding perspectives of graduate students throughout their developmental journey is at the core of preparing future faculty, and it can inform critical choices of graduate faculty members and program developers. This study investigated the most memorable and influential factors that both promote and thwart graduate students' success, across…

A Complete Your Manuscript Workshop has been provided to tenure track faculty members in the college over the past two and one-half years. The workshop is a low-cost/high payoff opportunity for the college and participating faculty members, as the workshop requires few resources and the time commitment for participants is easily managed.…

In this paper, the authors describe the faculty development initiatives and the role of faculty learning communities (FLCs) in supporting Team-Based Learning (TBL) at a large, research-intensive university. A systematic review of the initiatives found FLCs provided crucial support for both new and seasoned TBL practitioners and fostered…

This paper describes a faculty development project in which 12 teacher educators used the Cognitive Coaching model to engage in critical reflections about their teaching. Each identified an aspect of their teaching they wanted to improve and a colleague to serve as coach. Participants engaged in Cognitive Coaching cycles, consisting of planning…

Faculty Development (FD) is a vital component across the medical education continuum of undergraduate, postgraduate, and continuing medical education. However, the positioning of FD in medical institutions varies widely. The perceptions of faculty on FD should be examined in order to provide effective FD. The perceptions of faculty involved in…

Why do some faculty members use interactive engagement methods and others rely on lecture? Using a cross-disciplinary sample of U.S. faculty members (N = 442), the best predictor of faculty members' self-reported use of these methods was their attitudes about the positive consequences of using interactive engagement methods for students and for…

This article is the final installment in a series of three articles about microaggressions. All of the articles are tailored specifically to help enable faculty developers, provosts and directors of diversity and training, faculty, and administrators to address the most critical issues related to this topic in higher education. Specific responses…

A core question for educators at any stage of their career is often, "How do I improve my own teaching style, and how can I be the educator of the caliber I aspire to be?" In this series of reflective essays, the authors will offer strategies for developing an innovative and individual style that embraces core educational values.…

A Faculty Scholarship Community (FSC) is a community of practice whose members share an interest in scholarly productivity. This descriptive study examines key factors that enabled a small group of non-tenured faculty, new to their institution, to form a thriving FSC. Members employed autoethnography as the method for examining the impact of the…