This chapter describes a successful approach for the preparation of future faculty to implement and advance effective teaching practices for diverse learners, currently implemented at nearly 40 graduate universities in the United States and Canada.

This chapter presents the bottlenecks identified by seven faculty members from diverse disciplines and an inductive content analysis of their Decoding interviews. Representative quotations illustrate themes in the interviews and we consider the implications for both faculty development and pedagogical research.

In this chapter we describe the Decoding the Disciplines Faculty Learning Community at Mount Royal University and how Decoding has been used in new and multidisciplinary ways in the various teaching, curriculum, and research projects that are presented in detail in subsequent chapters.

Faculty development has been evolving in focus and form over the past five decades. Originally organized around sabbatical leaves, faculty development now offers a wide array of programs and involves a growing body of highly professional, deeply dedicated professionals. As both faculty members and faculty developers with over fifty collective…

This chapter offers a case study of the Nelson Mandela Metropolitan University, South Africa, where SI has acted as more than a student academic development program by also addressing faculty and curriculum development.

Describes the integrated approach to instructional consultation used at the Centre for University Teaching and Learning at McGill University (Canada). Emphasis is on teaching improvement as a conceptual change process, discipline-specific applications as situated learning, and development of a dispersed network of faculty consultants. Implications…

Describes action learning as a potentially powerful peer-based approach to teaching consultation at the college level and offers a case study of its use at Coventry University (England). Explains how action learning supports teaching improvement through reflective practice and peer dialog in group consultations about specific concerns (such as…

Examines a seven-year study at the University of Ottawa (Canada) which studied the impact of instructional consultation on college teaching. The study found faculty who sought individual consultation services (n=99) were representative of the faculty at large and that consultation services resulted in significantly improved student ratings,…

The University of Guelph's Office for Educational Practice, an administrative unit for instructional development that relies on faculty volunteer leadership and participation, is described and discussed in the context of research on improvement of instructional effectiveness. (MSE)