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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
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
Christina Bifulco; Christopher Drue – To Improve the Academy, 2023
Inclusive pedagogy, an intentional approach to creating learning environments that meet the instructional needs of diverse student populations, is critically important and a moral imperative in contemporary higher education. Among the biggest challenges for creating faculty development programming to address the development and use of inclusive…
Descriptors: Faculty, Teaching Methods, Inclusion, Higher Education
Mirakhur, Zitsi; Chen, Christopher; Schwarz, Sarah – To Improve the Academy, 2022
As the college student population grows increasingly diverse, there is a need for instructors--including graduate student instructors (GSIs)--to have a set of pedagogical tools that enables them to create inclusive classroom environments, those that consider their students' identity and provide equal opportunities for learning. However, the…
Descriptors: Graduate Students, Teaching Methods, Teaching Assistants, Inclusion
Nasrollahian Mojarad, Sara; Cruz, Laura – To Improve the Academy, 2022
MegaSoTL projects are scholarship of teaching and learning (SoTL) projects that generate evidence of learning from multiple institutions. While being increasingly practiced, MegaSoTL projects and their potential contribution to improve higher education pedagogy remain understudied in higher education literature. In this article, we introduce…
Descriptors: Scholarship, Teaching Methods, Learning Processes, Higher Education
McCreary, Michael – To Improve the Academy, 2022
If the challenges of teaching and learning do not amount to simple empirical questions about effective pedagogical strategies but are instead complex "wicked problems" that may be impossible to solve, where does that leave the practice of backward design? Drawing on the intellectual history of instructional design, I argue that the use…
Descriptors: Instructional Design, Behavioral Objectives, Teaching Methods, Educational Strategies
Campbell, Rebecca; Blankenship, Benjamin – To Improve the Academy, 2021
Institutions are redesigning gateway courses--lower-division courses known to create student success bottlenecks--to influence persistence and completion goals. These initiatives, student success course redesigns (SSCR), are specialized versions of course design institutes (CDIs). This investigation into SSCRs uses content analysis to examine the…
Descriptors: Curriculum Design, Curriculum Implementation, Academic Achievement, Introductory Courses
Erby, Kelly; Burdick, Melanie; Tutwiler, Sandra Winn; Petersen, Dan – To Improve the Academy, 2021
This study focuses on the lived experiences of nine university faculty who were attempting to implement inclusive teaching practices following university-sponsored faculty development. While the participants were each successful in their respective implementations, they all expressed anxiety at the beginning of the semester as well as at the end…
Descriptors: College Faculty, Faculty Development, Inclusion, Instruction
Addy, Tracie Marcella; Reeves, Philip M.; Dube, Derek; Mitchell, Khadijah A. – To Improve the Academy, 2021
Supporting instructor implementation of equitable and inclusive teaching approaches is a critical area of focus in educational development. However, there is limited empirical evidence on factors that either support or hinder instructors' implementation of inclusive teaching. The results of this national survey study reveal several predictors of…
Descriptors: Inclusion, Teaching Methods, Educational Practices, Program Implementation
Skogsberg, Erik; Neal, Makena; McDaniels, Melissa; Shellgren, Madeline; Stewart, Patricia – To Improve the Academy, 2021
Many scholars recommend preparing faculty for educator roles. Faculty Learning Communities, The Scholarship of Teaching and Learning (SoTL), and teaching centers represent common preparatory approaches. But faculty and teaching assistants report time, disciplinary disconnects, and lack of incentives as ongoing barriers. Inspired by K-12's…
Descriptors: Communities of Practice, Faculty Development, Teaching Assistants, College Faculty
Cook-Sather, Alison; Addy, Tracie Marcella; DeVault, Anna; Litvitskiy, Nicole – To Improve the Academy, 2021
Most educational development for inclusive excellence does not draw directly on the experiences and perspectives of students. This article presents two different approaches to positioning undergraduate students as critical partners in developing inclusive pedagogical practices. Co-authored by the directors of and student partners who participated…
Descriptors: Inclusion, Student Participation, Teaching Methods, Partnerships in Education
Daniels, Tazin; Bailey, Elizabeth; Cobblah, Anoff Nicholas – To Improve the Academy, 2021
In this article, we describe our experience as a racially and disciplinarily diverse, relatively junior program team who embraced the opportunity to transform a 20-year-old professional development seminar for graduate students into a remote offering in response to COVID-19. Our efforts to support our participants and champion an institutional…
Descriptors: Teacher Education, COVID-19, Pandemics, Graduate Students
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
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
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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