The Association of American Colleges and Universities calls for improvements in teaching preparation in graduate programs as a transferable skill for future faculty. However, the amount of institutional and faculty support for these programs is limited. For the relatively few programs that exist, rarely do they have their outcomes assessed in a…

This article describes the rationale, development process, and initial artifacts and outcomes of a faculty support (a.k.a. mentoring) model developed for a specific academic context: a College of Education at a Southeastern comprehensive public university. The purposes of this article are to (1) describe the research and theoretical models that…

The COVID-19 pandemic brought about unprecedented changes in our approach to delivering educational development (ED) programming. In this article we discuss how our dual ED centers pivoted during the sudden switch to online learning, highlighting how we overcame challenges such as a small staff, tight timelines, and faculty anxieties.…

In today's impoverished higher education fiscal climate, especially considering the enormous financial implications to higher education of accommodating the changes required by the coronavirus pandemic, "nonessential" though highly important programs, such as centers for teaching and learning (CTLs), are very likely to be underfunded. In…

This article describes how a focus on outcomes can be a tool for guiding systemic change. By focusing on positive outcomes to be achieved, a group can guide its collective efforts toward an ideal future rather than becoming fixated on individual problems to solve. While there is support for an outcome-guided approach in the literature on…

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…

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…

Calls for leadership development and associated supports for faculty members are growing in prominence in higher education. Yet traditional leadership development efforts in higher education fail to account for both individual and institutional needs as critical to fostering a leadership pipeline with multiple entry points. This article offers…

Course design institutes (CDIs), which systematically guide faculty through the (re)design of courses, often transpire in an intensive residency or learning community format. Little is known, to date, of the long-term impact of such initiatives, particularly in the context of faculty motivation. This longitudinal study explores changes in faculty…

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…

This study seeks to explore the physical spaces centers for teaching and learning (CTLs) occupy; with an emphasis on gaining a better picture of what CTL spaces look like; where they are located; how they developed: and what these spaces represent. We gathered visual, empirical, and qualitative data to take the first steps towards developing a…

In this article, we explore how supporting faculty writers can also help them to become more effective teachers of writing in their disciplines. Based on over ten years of facilitating and studying faculty at our writing retreats, we demonstrate how understanding and improving their own writing experiences can spark insight into their students as…

When the global pandemic forced campuses across the United States to send students home in March 2020, instructors were thrown into triage mode, forced to rapidly transition their on-the-ground classroom curriculum to a format that could be completed remotely by students spread out across the country. At the same time, centers for teaching and…

This article provides a summary of the steps that were taken to launch a new center for teaching and learning (CTL) during the COVID-19 pandemic. Analysis of these steps explain how the inaugural director leveraged the pivot to emergency remote teaching to capitalize on faculty interest for educational development and increase collaboration…

The purpose of this article is to reflect on the pertinence and utility of using a trauma-informed lens in educational development. A trauma-informed approach is a framework grounded in an understanding of and responsiveness to the impact of trauma. After I describe the primary source of traumatic stress many faculty members are experiencing, I…