To create flexible responses to these shifting and complex times, it is imperative that we “look inward and think forward:” that we critically examine our current contexts, narratives, and traditions while keeping in mind the future goals and needs of our institutions, our disciplines, and the communities we serve.
To create flexible responses to these shifting and complex times, it is imperative that we “look inward and think forward:” that we critically examine our current contexts, narratives, and traditions while keeping in mind the future goals and needs of our institutions, our disciplines, and the communities we serve.
Would you like to help advance scholarship in the field of educational development? We are looking for three guest editors for our TIA Special Issue on Educational Development in a Time of Crises. This is a great opportunity to work closely with the editorial team and get experience behind-the-scenes of a peer-reviewed academic journal.
The start of school also signals that it’s time to re-launch activities that got put on hold over the summer. Might one activity you choose include the POD Network?
This research explores how faculty members’ conceptions of assessment and confidence in assessment change as a result of an instructor training course.
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).
This critical retrospective review describes the ideation, creation, and implementation of a faculty development fellows program at a regional comprehensive university.
Significant progress has been made in understanding science, technology, engineering, and mathematics (STEM) education and ways it can be improved, but propagation of change remains a challenge. This study presents an analysis of STEM faculty responses to open-text survey questions that asked them to identify motivations and obstacles to making changes in their teaching.
Gary A. Smith
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.
Marsha Lovett and Chad Hershock
A prominent goal of colleges and universities today is to enact data-driven teaching and learning. Faculty clearly play a key role, and yet they tend to have limited time, a lack of training in assessment or education research, and few incentives for engaging in this work.