To balance the theoretical knowledge garnered by students in higher education institutions (HEIs) with the competencies required by the industry, researchers have suggested the concerted input of communities of practice (i.e., construction practitioners). This can be achieved through practitioners' provision of instructors' course-support needs…

I reflect on the significance of trust in Academic Development (AD) and outline strategies for cultivating it with other academics. Within many higher education institutions, the inherent uncertainty of the AD role necessitates intentional trust-building efforts. In this regard, conversations have been encouraged as trust-building tools. However,…

Stuttering is a common disorder addressed by speech-language pathologists in elementary schools. Although students who stutter likely receive specialized services from speech-language pathologists, other school personnel, including special and general educators, play a key role in creating supportive and positive learning environments for these…

At Villanova University, with approximately 11,000 students enrolled across six colleges and a law school, generating ways to engage faculty in assessment professional development can be challenging, particularly for an institution with a decentralized assessment system. During faculty interactions, it is often heard that faculty dislike attending…

In this conceptual feature article, we explore how our language teacher educator (LTE) identities have been shaped through collaboration around practice-based research as we have engaged in more than a decade of self-study of teacher education practices (S-STEP) work. We consider three key aspects of our collaborative identities: (1) we have a…

The purpose of this grounded theory qualitative research study was to explore how relational motivations influenced mentoring relationships for Extension educators at a Midwestern land-grant university. This study was part of a larger research study that focused on the construction of a theoretical framework that described the mentoring processes…

This qualitative, self-reflection study was conducted by three instructors who had recently participated in a workshop on Principled Innovation, a character development framework designed in their college of education. They were confident about how they integrated PI into their courses but saw potential for further improvement. Drawing on…

This article assesses the basis of trust in academic development as it relates to the current standing of academic development as a profession against established, distinguishing criteria of professions. These are: (1) possession of an inwardly-defined, esoteric, and specialized body of knowledge and skills; (2) collective autonomy over the…

Purpose: There is a lack of clarity about how lecturer collaboration in light of learning and (professional) development fits within the framework of a quality culture in higher education institutions (HEIs). More specifically, it is unclear how collaboration is present or stimulated in the organisational context, triggering working mechanisms…

This paper presents important findings that were observed as interconnected key elements of high-quality co-teaching of a physics course for pre-service science teachers while the collaborating faculty experienced a "pedagogical convergence." This pedagogical convergence is akin to the "conceptual convergence" that Roschelle…

Contribution: This study synthesizes insights into the thematic focuses and linguistic attributes that resonate most in engineering faculty collaborations aimed at fostering entrepreneurial mindsets (EMs). It provides a roadmap for educators and institutions to effectively communicate and encourage entrepreneurial thinking in engineering.…

Higher education as a field of research and a broad topic for investigation continues to grow; however, several topics remain less explicated than those about core university activities (teaching and research). Specifically, the experience of university professional staff is a topic that attracts lesser attention but is important and relevant to…

The intended outcome of this qualitative study was to provide valuable information that could improve pre-service teacher education programs and inclusion professional development programs, as well as help guide school-based administrators on how to better support co-teaching at the secondary level. In order to accomplish the outcome, the purpose…

Materials development is increasingly recognized as a valuable venue for narrowing the research-practice gap. This qualitative case study explores how four middle school teachers and three university researchers collaborated in a community of practice (CoP) to write textbooks by highlighting the interplay between their collaborative relationships…

The perception of the teacher as the authority in the classroom is deep-rooted in education yet this notion seems to contradict the fundamental values of democratic education. Schools grant teachers an abundance of authority and decision-making power. The pedagogical implications of how teachers use this power in the classroom are not…