This dissertation aims to center the experiences of first-year writing educators in one program with a shared curriculum. Guided by social theories of learning and scholarship and practices in writing studies and writing program administration, I conducted qualitative surveys and interviews with teaching-focused faculty and graduate teaching…

Due to the COVID-19 pandemic, Biology Teaching Assistants (TAs) were tasked with transitioning and adapting their instruction to an online environment by quickly implementing Emergency Remote Teaching (ERT) practices. Effective online and in-person teaching requires student-centered approaches to support undergraduate student learning. Using…

This study reports on a four-year project to embed academic literacy within one core course of a Bachelor of Education program. It involves an interdisciplinary collaboration between learning advisors, as literacy specialists, and lecturers, as subject specialists. It examines their roles and responsibilities and lecturers' perspectives when…

This article explores the parallels between improvisational theater, commonly known as improv, and active teaching. Specifically, it focuses in the impact of improv techniques on instructor and teaching assistant professional development. The implementation of an active teaching seminar is analyzed, where improv techniques were used in developing…

Metacognition is the ability to monitor and evaluate one's thoughts about learning and has been shown in some studies to improve the effectiveness of instructors. With dissection-based gross anatomy, instructors dynamically use their metacognition to monitor student learning and adapt their teaching at tableside. This study explored the…

Graduate teaching assistants (GTAs) hold a unique positionality as instructors and research mentors to undergraduate students, research mentees to faculty members, and employees to an institution. With limited pedagogical training and teaching resources, the enactment of planned teaching activities and learning resources may be influenced by how…

Chemistry faculty instructors (FIs) and graduate student instructors (GSIs) regularly engage in the evaluation and grading of student responses in formal formative and summative assessments. In this study, we identified dimensions of variation in these instructors' approaches to the evaluation and grading of students' answers. Using qualitative…

Many scholars recommend preparing faculty for educator roles. Faculty Learning Communities, The Scholarship of Teaching and Learning (SoTL), and teaching centers represent common preparatory approaches. But faculty and teaching assistants report time, disciplinary disconnects, and lack of incentives as ongoing barriers. Inspired by K-12's…

Educational developers in universities and colleges design, develop, and deliver courses and programs for professors and teaching assistants (TAs) to support teaching and learning in postsecondary institutions. These courses and programs, however, are often not accredited, so the Educational Developers Caucus (EDC) created a working group to…

With society increasingly valuing soft skills and competencies, reflective practices are more commonly adopted in higher education, particularly for experiential learning. As reflective writing is becoming a part of official assessments in many courses, an overarching question arises as to how teachers are currently assessing reflections. This…

This research investigates the characteristics of a faculty inquiry group, a learning community in which faculty and staff can learn technology integration to enhance accessibility for students with disabilities in higher education, based on Wenger's 14 indicators (1998) and their learning effects. The results reveal that this faculty inquiry…

The initial phase of the COVID-19 pandemic changed the nature of course delivery from largely in-person to exclusively remote, thus disrupting the well-established pedagogy of the Genomics Education Partnership (GEP; https://www.thegep.org). However, our web-based research adapted well to the remote learning environment. As usual, students who…

Classroom instructors implementing pedagogical strategies for embodied learning about sexuality and religion need institutional support and assistance from colleagues and mentors to be successful. One means of providing institutional and peer support for classroom instructors is to host and lead a pedagogy workshop. Building on the work of Ott and…

Teaching Practice Inventory (TPI) was developed and used by Carl Wieman and hence named as Carl Wieman, evaluation model (Wieman & Gilbert, 2014) to assess the effectiveness of teaching practices of courses by faculty instructors. In TPI high scoring courses means that teaching practices may support students' learning. It is also a response…

Teaching and Learning Centres (TLCs) play a role in the professional development of faculty, staff and teaching assistants in higher education institutions. One of the functions of many TLCs is that of outreach, not only to the individuals within their institutions who are their primary clientele but also to the greater higher education community.…