Education Commons^™

Reflections On Pedagogical Practice And Development Through Multidisciplinary Triadic Peer Mentorship, Nicole Charles, Nathalie Moon, Andrew P. Dicks

To Improve the Academy: A Journal of Educational Development

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 tri-campus, research-intensive Canadian university. They regularly met in person for 1 hour on a weekly basis throughout the Winter 2019 semester to discuss teaching-related matters, undertook classroom visits to observe one another teach, and participated in pedagogical workshops with other P2P CoP members. In this article, the …

Etd Formatting And Reviewing: Hot Topics And Questions, Larry Tague, Sally Evans, Lily Compton, Stacy Wallace, Ericka Findley, Lee Spence

ETD Conferences and Academic Works

One of the most important products from university graduate programs is highly qualified professionals. Ultimately, student success is one measure of a university’s academic quality. But another measure of academic quality is the institution’s online continuous display of ETDs. This display is a public picture of content and style representing the students and their university. Thus, ETD administrators are tasked not only with the format reviews but also the continuous improvements in all aspects of the ETD workflow to ensure the integrity of their institutions’ public-facing ETDs.

To facilitate the plenary discussion about ETD formatting and reviewing for differentsized institutions …

Toward Institutionalizing Successful Innovations In The Academy, Sarah B. Wise, Courtney Ngai, Joel Christopher Corbo, Mark A. Gammon, Jaclyn K. Rivard, Clara E. Smith

To Improve the Academy: A Journal of Educational Development

Due to the “wicked problem” of the Academy’s resistance to innovation, new teaching and learning programs struggle to become integrated into the fabric of the Academy, which slows the uptake of evidence-based practices. This wicked problem is rooted in the lack of slow, intentional mechanisms for cultural change in the Academy. In this article, we analyze the institutionalization journey of the Departmental Action Team (DAT) project, which is a model for slow, intentional change. Over the last four years, partnering with two campus centers for teaching and learning (CTLs) allowed the DAT project to make institutionalization progress.

This analysis is …