This chapter explores the range of barriers that instructors, especially adjunct and other non-tenure track instructors, may face when attempting to learn new pedagogical techniques or improve their courses. The author will present concrete strategies for using a disability-informed Universal Design for Learning (UDL) approach to making faculty…

As faculty and faculty developers, we sometimes forget that the principles of learning and motivation that we apply to students also apply to us. This chapter illustrates how the MVP model can be used to create effective faculty development activities.

The Center for University Teaching, Learning, and Assessment facilitates an annual peer review of assessment to nurture a culture of assessment and develop faculty skill with assessment. Faculty representatives meet annually for a campus-wide discussion of assessment and student learning. Faculty engage in peer instruction on effective assessment…

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.

This chapter considers faculty evaluation and motivational and volitional issues. The focus is on the ways in which faculty evaluation influences not only faculty attitudes and beliefs but also willingness to engage in professional development and instructional improvement programs. Recommendations for effective practice that enhances motivation…

This chapter discusses ways that faculty development and teaching centers can foster the practice of SoTL and create a campus culture where SoTL is recognized as important scholarly work.

This chapter introduces a University of Iowa effort to enhance and support active learning pedagogies in technology-enhanced (TILE) classrooms and three elements that proved essential to the campus-wide adoption of those pedagogies. It then describes the impact of those professional development efforts on the curricula and cultures of three…

During the past few decades, faculty developers within the United States and internationally have steadily become more aware of the need to do a better job of assessing their programs. They are part of institutions of higher education that are also growing more aware that they not only need to "support" learning by professors and students but they…

Ory emphasizes four processes in assessing faculty: examining the craft of teaching; faculty members reflecting on the quality of and standards for their work; receiving feedback from others with the expectation that faculty will improve and assessing the work of others by focusing on the value of the work. (JM)

Innovative educational practice reveals the secrets to enabling complex learning and self-authorship.