POD Speaks Papers

The POD Speaks series transitioned into POD Perspectives in summer 2024; consult here the current series: POD Perspectives.

This name change was the result of a substantial process conducted in 2023-24 by the POD Speaks editorial board to interrogate the identity of this publication, which included insights provided by a user-survey, a themed call for contributions, a revised peer review process, consultations with the Scholarship committee and To Improve the Academy, and feedback received by several other POD-affiliated constituents. This new name is meant to better represent the rich diversity and plurality of the POD Network and the field of educational development, as well as more clearly capture the purpose and audience of this series.

Utilizing Centers for Teaching and Learning to Enhance Concurrent Enrollment Partnerships

Denecker, C. and Focarile, T. POD Speaks #5 (2022): 1–6
This POD Speaks outlines how higher education administrators can engage their centers for teaching and learning to enhance the professional development work needed to ensure successful concurrent enrollment partnerships (CEPs).

DOI: https://doi.org/10.15868/socialsector.43148

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Leveraging Centers for Teaching and Learning in Accreditation Review and Quality Assurance Processes

Sacks, D., Payette, P., Ellis, D., and Horii, C.V. POD Speaks #4 (2021): 1–6
This essay advises senior academic leaders to involve campus-based educational developers due to their unique expertise in working with faculty, assessing and improving curricula, and guiding organizational change.

DOI: https://doi.org/10.15868/socialsector.52088

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Starting a Center for Teaching and Learning

Dickens, E., Cruz, L., Alderson, J., Atias, D., Graham, R., Hurney, C.A., Parker, M., Smentkowski, B., Smitherman, M., Thomas, M. Troisi, J.D., Vincent-Layton, K., and Wang, C. (2019). POD Speaks #3 (2019): 1–6
Starting a center for teaching and learning (CTL) is an exciting but complex endeavor, requiring a strong awareness of institutional culture and needs. Administrators, faculty, and other stakeholders can support the starting (or restarting) of a CTL through both practical and symbolic efforts that signal the importance of the new CTL to the institution.

DOI: https://doi.org/10.15868/socialsector.52087

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Faculty Development Improves Teaching and Learning

Wright, M., Horii, C.V., Felten, P., Sorcinelli, M.D., and Kaplan, M., POD Speaks #2 (2018): 1–5
Here, we argue that there is a strong evidence base for the impact of educational development on student learning, and we summarize recent research that comprises this solid foundation.

DOI: https://doi.org/10.15868/socialsector.52086

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Tenure and Promotion Start with Centers for Teaching and Learning

Martin, D., POD Speaks #1 (2016): 1–4
Administrators interested in making the tenure and promotion process more strategic, efficient and inclusive should start by engaging with their centers for teaching and learning (CTLs).

DOI: https://doi.org/10.15868/socialsector.52085

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