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Articles 1 - 30 of 67
Full-Text Articles in Higher Education and Teaching
Starting The Journey To Excellence With A College Faculty Onboarding Program, Robin Cooper, Judith Slapak-Barski
Starting The Journey To Excellence With A College Faculty Onboarding Program, Robin Cooper, Judith Slapak-Barski
HCAS Instructional Design and Pedagogy
The journey to engaged, excellent teaching requires support and preparation for those doing the teaching. In this session, we describe a college Faculty Onboarding Program we developed in 2023 to introduce our new Halmos faculty to NSU (Nova Southeastern University) and to Halmos, and to provide them with the resources and information needed to succeed in their new role—driven by the belief that effective onboarding will lead to higher job satisfaction, better job performance, greater organizational commitment, and reduction in stress. Informed by feedback from recently hired faculty, we identified support strategies to help new faculty thrive by proactively removing …
Designing For Impact: The Center For Teaching And Learning As A Cultivator Of A Faculty Learner-Leader Praxis, Monica Stitt-Bergh, Debra Fowler, Jonan Phillip Donaldson, Ra'sheedah Richardson, Truth Hunter, Clinton A. Patterson
Designing For Impact: The Center For Teaching And Learning As A Cultivator Of A Faculty Learner-Leader Praxis, Monica Stitt-Bergh, Debra Fowler, Jonan Phillip Donaldson, Ra'sheedah Richardson, Truth Hunter, Clinton A. Patterson
To Improve the Academy: A Journal of Educational Development
Centers for teaching and learning (CTLs) address external and internal factors that influence teaching and learning. To accomplish this, often without additional resources, CTLs need an efficient and effective solution. By combining evidence-based practices in faculty development and a distillation of effective practices at three different institutions, the authors developed a sustainable, generative, learner-leader model for CTLs and others in faculty development to employ. The model emerged from an analysis of the authors’ collective and independent professional experiences, is grounded in a community of practice framework, and innovatively addresses the need for faculty leadership development. The authors describe the components …
Transforming Departmental Culture: Empowering A Department Through Appreciative Inquiry, Symphony D. Oxendine, Kerry K. Robinson, Michele A. Parker
Transforming Departmental Culture: Empowering A Department Through Appreciative Inquiry, Symphony D. Oxendine, Kerry K. Robinson, Michele A. Parker
To Improve the Academy: A Journal of Educational Development
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 development process. Also, the authors discuss how using AI can result in positive impacts for culture change and how the model for peer evaluation can promote both individual and collective development of faculty.
Centering Black Women Faculty: Magnifying Powerful Voices, Christen Priddie, Dajanae Palmer, Samantha Silberstein, Allison Brckalorenz
Centering Black Women Faculty: Magnifying Powerful Voices, Christen Priddie, Dajanae Palmer, Samantha Silberstein, Allison Brckalorenz
To Improve the Academy: A Journal of Educational Development
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 at who they are, where they are, how they spend their time, and what they value in undergraduate education. This study allows us to strengthen various arguments made in qualitative studies of Black women faculty and amplify their perspectives and experiences. Furthermore, it reaffirms and reinvigorates the need for educational …
Building Resilience In Ctls: Reflections On Practice, Lisa J. Hatfield, Julie Maxson, Jennifer Marshall Shinaberger, Hanna E. Norton, Cynthia (Cia) H. Demartino, Annette Finley-Crosswhite, Gigi Gokcek
Building Resilience In Ctls: Reflections On Practice, Lisa J. Hatfield, Julie Maxson, Jennifer Marshall Shinaberger, Hanna E. Norton, Cynthia (Cia) H. Demartino, Annette Finley-Crosswhite, Gigi Gokcek
To Improve the Academy: A Journal of Educational Development
What are the qualities of the “now” that make teaching and learning an urgent, if not a moral, imperative? A group of faculty, administrators, and educational developers respond to this question with individual narratives bound together by a common theme of reflective practice in times of crises to help faculty become more resilient in preparing for ongoing upheavals and unexpected crises while pursuing more inclusive communities. Our personal narratives reflect on the subjects of flexibility in the face of crises, technology and ethics, study abroad exposure to ethical challenges, students’ growing anxiety and mental health, modeling metacognition with peers and …
What Happens When You Close The Door On Remote Proctoring? Moving Toward Authentic Assessments With A People-Centered Approach, Sarah Silverman, Autumn Caines, Christopher Casey, Belen Garcia De Hurtado, Jessica Riviere, Alfonso Sintjago, Carla Vecchiola
What Happens When You Close The Door On Remote Proctoring? Moving Toward Authentic Assessments With A People-Centered Approach, Sarah Silverman, Autumn Caines, Christopher Casey, Belen Garcia De Hurtado, Jessica Riviere, Alfonso Sintjago, Carla Vecchiola
To Improve the Academy: A Journal of Educational Development
The COVID-19 pandemic made traditionally proctored in-person exams impossible. This article provides a summary of the arguments against institutional adoption of remote proctoring services with a focus on equity, an account of the decision to avoid remote proctoring on the University of Michigan–Dearborn campus, and conclusions and suggestions for other teaching and learning professionals who would like to take a similar approach. Remote proctoring services require access to technology that not all students are guaranteed to have, can constitute an invasion of privacy for students, and can discriminate against students of color and disabled students. Administrators and teaching and learning …
Pandemic Pivot: A Faculty Development Program For Enhanced Remote Teaching, Heather J. Leslie Dba, Alejandra Lizardo Ma, Ashley Kovacs Ma
Pandemic Pivot: A Faculty Development Program For Enhanced Remote Teaching, Heather J. Leslie Dba, Alejandra Lizardo Ma, Ashley Kovacs Ma
Learning Design Center: Staff Scholarship
The novel coronavirus COVID-19 has impacted the higher education sector all over the world and has been most disruptive to residential academic institutions that offer mostly, if not wholly, in-person instruction. Of the 1.5 million college faculty members in the United States, about 70% had never taught a virtual course prior to COVID-19 (Hechinger & Lorin, 2020). During spring 2020, colleges had to pivot to remote instruction without much notice for faculty or students to prepare. Some referred to this as “emergency remote teaching” as it did not allow adequate time to thoughtfully plan out a course for a remote …
Implementation Plans For Course Redesigns: An Exploration Of Identified Strategies, Rebecca Campbell, Benjamin Blankenship
Implementation Plans For Course Redesigns: An Exploration Of Identified Strategies, Rebecca Campbell, Benjamin Blankenship
To Improve the Academy: A Journal of Educational Development
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 implementation plans created during a SSCR. Results demonstrated that the majority of the strategies planned focused on the Learning key performance indicator (KPI), and the minority of the planned-for strategies focused on the Monitoring Student Performance KPI. A more granular analysis of the Learning strategies revealed five themes: Content, Assessment, Pedagogy, Syllabus, and Student Success. Additional results indicated …
Motivation To “Keep Pushin’”: Insights Into Faculty Development Facilitating Inclusive Pedagogy, Kelly Erby, Melanie Burdick, Sandra Winn Tutwiler, Dan Petersen
Motivation To “Keep Pushin’”: Insights Into Faculty Development Facilitating Inclusive Pedagogy, Kelly Erby, Melanie Burdick, Sandra Winn Tutwiler, Dan Petersen
To Improve the Academy: A Journal of Educational Development
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 when they reflected upon the changes they made. This occurred despite deeply held motivations to change their teaching and make a difference for their students. The participants encountered barriers that centered on feelings related to self-confidence, student perception, and peer approval. Findings include descriptions of these anxieties and the supports that …
Motivated Reasoning And Persuading Faculty Change In Teaching, Gary A. Smith
Motivated Reasoning And Persuading Faculty Change In Teaching, Gary A. Smith
To Improve the Academy: A Journal of Educational Development
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 challenge one’s self-identity and values as an effective teacher and triggers arguments intended to invalidate research-based alternatives. Faculty who are motivated to reject consensus best practices may impede the implementation of these practices across entire departments or institutions. Motivated reasoning and its underlying cognitive processes are explained by self-determination theory, which leads to predictions of faculty behaviors …
Building A Social Network Around Sotl Through Digital Space, Shannon M. Sipes, Samy L. Minix, Matt Barton
Building A Social Network Around Sotl Through Digital Space, Shannon M. Sipes, Samy L. Minix, Matt Barton
To Improve the Academy: A Journal of Educational Development
In an effort to increase visibility of and access to the scholarship of teaching and learning (SoTL) work on one campus, a collaboration formed between a faculty developer, a librarian, and a media specialist within a center for teaching and learning (CTL). Building on the frameworks of community of practice, professional learning network, and social networking, the authors strategically leveraged digital space to begin building a social network of faculty members interested in SoTL. This article will address the theoretical foundation and practical implementation of five digital strategies: (a) website redesign; (b) social media presence; (c) blog series; (d) filmed …
Assessment Literacy In College Teaching: Empirical Evidence On The Role And Effectiveness Of A Faculty Training Course, Kyle D. Massey, Christopher Deluca, Danielle Lapointe-Mcewan
Assessment Literacy In College Teaching: Empirical Evidence On The Role And Effectiveness Of A Faculty Training Course, Kyle D. Massey, Christopher Deluca, Danielle Lapointe-Mcewan
To Improve the Academy: A Journal of Educational Development
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 in assessment while adopting increasingly complex conceptions of assessment. Based on this study’s findings, we argue that instructional development programs for college faculty have a critical role to play in stimulating faculty learning about assessment of student learning and are an important component in promoting a positive assessment culture.
Broaching Threshold Concepts: The Trouble With “Skills” Language In Defining Student Learning Goals, Angela J. Zito
Broaching Threshold Concepts: The Trouble With “Skills” Language In Defining Student Learning Goals, Angela J. Zito
To Improve the Academy: A Journal of Educational Development
This essay argues that description of student learning goals as various “skills” presents a conceptual threshold lying between and connecting routinely dichotomized characterizations of student learning—most notably, “concrete” versus “abstract.” Qualitative analysis of instructor interviews shows that “skills” language tends to conceal abstract (that is, affective) learning goals behind more concrete (that is, cognitive) ones. Ultimately, this essay proposes that cognitive and affective student learning goals might be more clearly articulated using threshold concepts within and across disciplines, and that the recognition of “skills” as both affective and cognitive is itself a threshold concept in educational development.
The Librarians’ Guide To The Information Literacy Galaxy: Leading Campus Conversations, Sarah Richardson, Heather K. Beirne, Ashley J. Cole, Trenia Napier
The Librarians’ Guide To The Information Literacy Galaxy: Leading Campus Conversations, Sarah Richardson, Heather K. Beirne, Ashley J. Cole, Trenia Napier
EKU Faculty and Staff Scholarship
Sarah Richardson (Business Library Team Leader), Heather Beirne (Reference and Instruction Librarian), Ashley Cole (Reference and Instruction Librarian) and Trenia Napier (Associate Director, Programs & Outreach - Noel Studio for Academic Creativity) @ Eastern Kentucky University Situating librarians as information literacy experts and leaders in pedagogical best practices, presenters led a professional learning community (PLC) to create purposeful campus-wide conversations centered around the ACRL Framework and its place in teaching and learning. PLC faculty participants from across campus partnered with liaison librarians to create new and innovative approaches to developing discipline-specific information …
New Adjunct Faculty Outreach: Making A Connection, Cristina Cottom, Angela Atwell, Sara Ombres
New Adjunct Faculty Outreach: Making A Connection, Cristina Cottom, Angela Atwell, Sara Ombres
Publications
All areas of education, faculty development included, are required to demonstrate their impact on learning. The Rothwell Center for Teaching and Learning Excellence-Worldwide (CTLE-W) provides resources to support new faculty; however, participation and utilization of these resources varies. This causal-comparative study sought to determine if targeted communication from CTLE-W to adjunct faculty during their first term teaching would increase utilization of CTLE-W resources. Results from this study showed that new adjunct faculty are more likely to continue seeking assistance from CTLE-W to ensure they are providing the best learning experience possible if they are contacted during their first term.
Seven Voices, Seven Developers, Seven One Things That Guide Our Practice, Frances Kalu, Patti Dyjur, Carol Berenson, Kimberley A. Grant, Cheryl Jeffs, Natasha Kenny, Robin Mueller
Seven Voices, Seven Developers, Seven One Things That Guide Our Practice, Frances Kalu, Patti Dyjur, Carol Berenson, Kimberley A. Grant, Cheryl Jeffs, Natasha Kenny, Robin Mueller
To Improve the Academy: A Journal of Educational Development
Educational development philosophy statements provide a framework to communicate the values and beliefs that guide the practices and approaches of individual educational developers across various career stages. This paper presents narratives to illustrate how seven educational developers conceptualize the one thing that guides our work through the process of reflecting on the beliefs that we articulate through our educational development philosophy statements. Although each narrative illustrates our diverse backgrounds and philosophies, common themes are revealed relating to reflective practice, scholarly approaches, and facilitating change, which lead to improvements in student learning. This exploration suggests further opportunity to conduct research on …
Invitations And Expeditions, But Hardly Ever Destinations, Tracy W. Smith
Invitations And Expeditions, But Hardly Ever Destinations, Tracy W. Smith
To Improve the Academy: A Journal of Educational Development
This essay characterizes educational development as an invitation. The author provides a rationale for using Invitational Theory (IT) to guide educational development programming and practice. The five assumptions of IT are included and linked to scholarly literature that grounds educational development. Examples of invitational educational development initiatives or programs are provided for each assumption.
Workshopping A Workshop: Collaborative Design In Educational Development, Eleanor V. H. Vandegrift, Amy B. Mulnix, Jennifer R. Yates, S. Raj Chaudhury
Workshopping A Workshop: Collaborative Design In Educational Development, Eleanor V. H. Vandegrift, Amy B. Mulnix, Jennifer R. Yates, S. Raj Chaudhury
To Improve the Academy: A Journal of Educational Development
Working remotely and collaboratively, our interdisciplinary team created an educational development workshop, Thinking Skills for the 21st Century: Teaching for Transfer, in which participants not only experience, apply, and reflect on teaching across educational settings but also connect this work to principles that have been demonstrated by learning science to support the transfer of knowledge. We used backward design to develop the workshop and evidence-based pedagogies in its implementation. We facilitated the workshop at two different national meetings for distinct audiences and also as part of an on-campus faculty development program. Here, we report on the workshop development and revision, …
Publish & Flourish: Helping Scholars Become Better, More Prolific Writers, Tara Gray, Laura Madson, Michelle Jackson
Publish & Flourish: Helping Scholars Become Better, More Prolific Writers, Tara Gray, Laura Madson, Michelle Jackson
To Improve the Academy: A Journal of Educational Development
Some scholars want help from educational developers to become better, more prolific writers. This study examines one such program, Publish & Flourish, that holds participants accountable for writing daily and for receiving weekly feedback from peers on drafts of writing. In this mixed methods study, 95% of participants (N = 93) reported that they improved their writing by making it more organized and reader centered. Participants also reported that they increased their extrapolated average of submissions of scholarly manuscripts per year from about two to almost six. We then compared Publish & Flourish to several other studies of scholarly writing …
Toward Learning And Justice, Through Love, Isis Artze-Vega
Toward Learning And Justice, Through Love, Isis Artze-Vega
To Improve the Academy: A Journal of Educational Development
This chapter responds to the call for educational developers to isolate the one perspective that guides our work. It retraces the author’s career steps, seeking the origin of love as a guiding principle, and describes its evolution and application during her career. To do so, the piece includes a theoretical perspective on love and argues that its utility as a characterizing perspective for our profession stems from its significance to learning and justice. It suggests the timeliness and urgency of elevating the role of love in our field, notes associated risks and rewards, and suggests resources for doing so.
Equity-Minded Faculty Development, Aeron Haynie
Equity-Minded Faculty Development, Aeron Haynie
To Improve the Academy: A Journal of Educational Development
A governing principle of equity-minded faculty development is a commitment to supporting marginalized populations who may feel unwelcome in academia: from minority college students to first-generation graduate students to faculty of color. Faculty development should encourage faculty to notice inequities and not dismiss them as student’s individual failures; to examine institutional data on student, graduate student, and faculty achievement patterns; and to collaborate with other campus partners on interventions. As we work with faculty to develop strategies to ensure all students can succeed, we must also enact the same empowering, strengths- based practices we promote.
The Idea Of Educational Development: An Historical Perspective, Laura Cruz
The Idea Of Educational Development: An Historical Perspective, Laura Cruz
To Improve the Academy: A Journal of Educational Development
This essay examines the idea of educational development, inspired both in content and approach by John Henry Newman’s influential 19th century work on the idea of a university.
A Minimalist Model Of New Faculty Mentoring: Why Asking For Less Gives More, Heather Lobban Viravong, Mark Schneider
A Minimalist Model Of New Faculty Mentoring: Why Asking For Less Gives More, Heather Lobban Viravong, Mark Schneider
To Improve the Academy: A Journal of Educational Development
We describe a research-based mentoring program for new full-time faculty at a small residential college, which emphasizes the empowerment of the new faculty themselves to identify and obtain the resources they need for success. In our model, the mentor takes on a role of primarily providing accountability, easing the burden on mentors, thereby making for a more sustainable program. Our mixed methods assessment of the program suggests that, paradoxically, these lessened expectations foster closer personal relationships between mentor and protégé than might have occurred if that were a programmatic expectation.
Changing The Lens: The Role Of Reframing In Educational Development, Donna E. Ellis
Changing The Lens: The Role Of Reframing In Educational Development, Donna E. Ellis
To Improve the Academy: A Journal of Educational Development
One core concept in educational development is reframing, which involves new labels, new perspectives, and the examination of assumptions. In this reflective article, I explore the use of reframing at different levels of educational development work via the 4M framework (micro, meso, macro, and mega) in an effort to assess the utility of this concept to practitioners. I conclude that reframing has utility at all levels and posit why it may assist with change management. Connections to educational developer identity are also explored.
Is Sotl A Signature Pedagogy Of Educational Development?, Peter Felten, Nancy Chick
Is Sotl A Signature Pedagogy Of Educational Development?, Peter Felten, Nancy Chick
To Improve the Academy: A Journal of Educational Development
In this article, we focus on questions that come into view when we look at educational development through the lenses of signature pedagogies and the Scholarship of Teaching and Learning (SoTL). We offer this as a thought experiment in which we consider if SoTL is a signature pedagogy of educational development, simultaneously enacting and revealing the practices, values, and assumptions that underpin the diverse work of our field. By envisioning SoTL in this way, we may more clearly see the purposes and practices that unite—and that ought to guide—educational developers and educational development.
Elearning For Medical Educators (Elme): Pod Network 2016 Educational Development Internship Program, Gary A. Smith, Audriana Stark
Elearning For Medical Educators (Elme): Pod Network 2016 Educational Development Internship Program, Gary A. Smith, Audriana Stark
Office for Medical Educator Development (OMED)
eLearning for Medical Educators (eLME) is under development as a mechanism to provide professional learning in medical education to anyone, anytime, anywhere. The project began in 2016 at the Office for Medical Educator Development within the UNM School of Medicine in order to support community faculty who host medical students and residents at their clinics. eLME was planned with numerous stakeholders using the Kirkpatrick Business Partnership Model. Two modules were delivered in early 2017 and include a combination of self-reflection, interactive multimedia, and assessment.
Educational Development Efforts Aligned With The Assessment Cycle, Phyllis Blumberg
Educational Development Efforts Aligned With The Assessment Cycle, Phyllis Blumberg
To Improve the Academy: A Journal of Educational Development
Using an assessment cycle as an organizing framework, this article illustrates how educational development and assessment mutually complement each other. It describes an assessment study conducted to determine if two colleges at a small university met their strategic goals to increase the adoption of learning-centered teaching. This study served the parallel function of assessing the impact of sustained educational development efforts by the Centers for Teaching and Learning (CTL) to promote learning-centered teaching. The majority of interviewed faculty reported using learning-centered approaches. The data collection method itself also served as a teachable moment for faculty who do not attend CTL …
On The Other Side Of The Wall: The Miscategorization Of Educational Developers In The United States?, David A. Green, Deandra Little
On The Other Side Of The Wall: The Miscategorization Of Educational Developers In The United States?, David A. Green, Deandra Little
To Improve the Academy: A Journal of Educational Development
Educational developers around the world are employed in a range of settings and under different working conditions, including academic (faculty) positions and administrative (professional staff) roles. Curiously, in a survey of 1,000 developers from 38 countries, the authors find that a full 51% of developers in the United States are on administrative contracts, while only 16% are on employed as faculty—figures that are markedly out of kilter with the overall international data. In this paper, the authors argue that the positioning of educational developers matters because of the “wall in the head”—the perceived division between faculty and staff in United …
Evaluating Centers For Teaching And Learning: A Field-Tested Model, Susan R. Hines
Evaluating Centers For Teaching And Learning: A Field-Tested Model, Susan R. Hines
To Improve the Academy: A Journal of Educational Development
This paper provides a program evaluation model, along with field-testing results, that was developed in response to the need for an evaluation model able to support systematic evaluation of teaching and learning centers (CTLs). The model builds upon the author’s previous studies investigating the evaluation practices and struggles experienced at 53 CTLs. Findings from these studies attribute evaluation struggles to contextual issues involving evaluation capacity, ill- structured curricula, and ill-conceived evaluation frameworks. This field-tested Four-Phase Program Evaluation Model addresses these issues by approaching evaluation in a comprehensive manner that includes an evaluation capacity analysis, curricular conceptualization, evaluation planning, and plan …
Stepping Stones: A Leadership Development Program To Inspire And Promote Reflection Among Women Faculty And Staff, Krista Hoffmann-Longtin, Zachary S. Morgan, Lauren (Chism) Schmidt, Emily C. Valvoord, Megan M. Palmer, Mary E. Dankoski
Stepping Stones: A Leadership Development Program To Inspire And Promote Reflection Among Women Faculty And Staff, Krista Hoffmann-Longtin, Zachary S. Morgan, Lauren (Chism) Schmidt, Emily C. Valvoord, Megan M. Palmer, Mary E. Dankoski
To Improve the Academy: A Journal of Educational Development
Women frequently benefit from focused faculty development opportunities not because they need to be “fixed,” but rather it is a means to demonstrate that success, even in chilly environments, is possible. The Stepping Stones program uses a unique design to provide participants with inspiration, time for reflection, and strategies for how to navigate one’s career, through hearing about the journeys of successful women. In this article, we describe the program and evaluation results. Post-event and longitudinal follow-up surveys indicate that the program and its unique narrative format help to debunk the superwoman myth and leave participants with a sense of …