From the Current Issue

Motivated Reasoning and Persuading Faculty Change in 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.

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(Cultural) Taxation Without Representation?: How Educational Developers Can Broker Discourse on Black Faculty Lives in the #BlackLivesMatter Era

Richard J. Reddick, Beth E. Bukoski, and Stella L. Smith
With an understanding that equity-minded faculty development is an essential space in which to respond to cultural taxation (CT), our study employed a phenomenological focus group design to investigate how Black faculty at a research-intensive PWI located in a creative class city buffeted by racial tensions navigated their service and community experiences.

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What’s the Problem Now?

Randall Bass
Revisiting an essay from 1999, this article explores the current conditions in higher education, and society more broadly, that help shape the roles for the scholarship of teaching and learning (SoTL) and educational development.

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Editor’s Note, Spring 2020

Lindsay Bernhagen, PhD
Hello readers, and welcome to both a new year and a new phase for To Improve the Academy. As your editor, I am thrilled to announce that this is our first open access issue brought to you by our new publisher, Michigan Publishing Services.

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About To Improve the Academy

To Improve the Academy: A Journal of Educational Development is an electronic journal that seeks to advance excellence in research and practice in educational development.

To Improve the Academy is published by Michigan Publishing Services (MPS), an open-access division of the University of Michigan.

We are in the process of moving our entire backfile to the new platform. The entire history of TIA will be available online and for free, in one spot. The PDFs of each article will be entirely searchable and screen-reader accessible.

Lindsay Bernhagen, Ph.D., University of Wisconsin Stevens Point, Editor

Michael S. Palmer, Ph.D., University of Virginia, Associate Co-Editor

Lindsay Wheeler, Ph.D., University of Virginia, Associate Co-Editor

Strategic Goals

To Improve the Academy endeavors

  • to reflect the diverse community of faculty, staff, and administrators who contribute to the rigor and improvement of teaching and learning in higher education
  • to shape the conversation and drive inquiry regarding the scholarship of educational development
  • to support innovation in scholarship, research, practice, and the discipline of educational development itself

Submission Guidelines are available here


Publication History & Citation NoteTo Improve the Academy was published as a printed, edited book with the title, To Improve the Academy: Resources for Faculty, Instructional, and Organizational Development (Jossey-Bass) until 2013, when it moved to an electronic journal with a revised title, To Improve the Academy: A Journal of Educational Development (Wiley). Articles published when it was a print publication (i.e. 2013/Volume 32 and earlier) are cited as book chapters, and those published after 2013/Volume 33 are cited as journal articles.