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…

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…

Formal faculty mentorship programs are a practical and effective pathway to enable faculty success in teaching, scholarship, and service and to enhance faculty satisfaction. Although informal mentoring relationships benefit some faculty, formal faculty mentorship programs ensure equitable access to mentorship for female faculty and faculty from…

Many universities offer some version of centrally offered professional development opportunities for graduate students seeking academic careers. Less is known about what impact these programs have on student career preparation and success and which design elements are most beneficial to each learner (Diggs et al., 2017; Schram et al., 2017). This…

We share insights from a mixed methods study to describe the experience of educational developers participating in a community of practice (CoP). This CoP consisted of 19 leaders at eight institutions, serving collectively as facilitators of a hybrid, across-institutional, seven-week workshop series on course design for graduate students and…

The COVID-19 pandemic has taken a toll on university faculty, unduly those from underrepresented groups, causing many faculty to disengage. Writing communities represent a promising tool to (re-)engage faculty and build an inclusive climate. As part of U See I Write, a faculty development initiative at the University of California, Irvine, we…

While much of the quantitative research on Black women faculty has taken a comparative approach to understanding their experiences, this study provides a counternarrative, centering their experiences as faculty. This large-scale, multi-institution glance at Black women faculty helps to give us an overview of these women across the country, looking…

Evidence-based practice in educational development includes leveraging data to iteratively refine center for teaching and learning (CTL) services. However, CTL data collection is often limited to counts and satisfaction surveys rather than direct measures of outcomes. To directly assess impacts of consultations on course and syllabus design, we…

Faculty fellows have long served as a staple of centers for teaching and learning (CTLs), but to date little to no evidence has been gathered regarding their broader impact. The current study provides a snapshot of U.S.-based faculty fellows programs today, based on a comprehensive review of CTL websites. We categorize faculty fellows programs…

This study updates and expands upon past work on how tenure-track hiring committees evaluate teaching effectiveness to provide centers for teaching and learning (CTLs) current data as they support graduate students and postdocs navigating the academic hiring process. In this study, 166 hiring committee chairs from nine academic disciplines and a…

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…

This article presents a critical reflection on the experiences of three university instructors (two teaching stream and one tenure stream) within a 6-month peer-to-peer mentoring for teaching community of practice (P2P CoP). As part of the P2P CoP, the authors (who were previously unknown to one another) formed a "teaching triad" at a…

The professionalization of disciplines often leads to formalization of disciplinary training. As professionalization occurs, informal training roles are typically supplanted as the normative method of training but can continue to exist in parallel with formal methods. As in other fields, the ongoing professionalization of faculty development has…

This article outlines an appreciative inquiry (AI) into a departmental professional development process and describes the resulting implementation of an appreciative peer evaluation meeting as one part of the new professional development process. Using AI, a departmental faculty development committee sought to re-envision the professional…

Given the backdrop of multiple concurring crises--a global pandemic, political instability and violence, and multiple structural inequalities--we see the problem of now as this: How do educational developers continue to address the wicked problems in teaching and learning when we are simply so exhausted? Our article presents the importance of…