Prior studies indicate that faculty often struggle with Scholarship of Teaching and Learning (SoTL) research due to limited knowledge of relevant research methodologies and data analysis techniques (Boshier, 2009; Kim et al., 2021; McKinney, 2006). Faculty developers at a teaching-intensive institution created an innovative, scaffolded model to…

Amid continued concerns regarding faculty engagement, along with heightened challenges associated with recruitment, retention, teaching and learning, and student success, this status report provides an update based on the June 2023 Faculty (Re)engagement Institute (FRI). During the edition of the June 2023 FRI, participants examined barriers…

Research has consistently demonstrated that investment in faculty development programs increases student learning and instructor engagement (Bigatel & Williams, 2015; Cydis et al., 2015; Wilder, 2020). In general education classes, engaged faculty are of the utmost importance, given that students are often resistant to taking these courses for…

Female faculty in higher education face challenges in promotion and are more likely to leave academia than male faculty. Faculty development can play an important role in changing the institutional system within which female faculty work to help support their promotion and retention, which, in turn, can lead to more diverse and equitable systems…

Academic leaders typically come into their roles directly from faculty ranks, but the transition from faculty member to leader can be challenging. The authors present the development and evaluation of a cohort-based faculty leadership program for mid-career faculty. Based on post-program focus group data, participants expressed increased…

This study explored how the interdisciplinary nature of a Faculty Learning Community (FLC) promoted the professional development of participants' teaching. Participants reported gaining new insights into implementing active learning and mitigating student resistance to learning (the FLC topic). FLC members experienced a connection and affinity…

A higher education international institution set forth a virtual training program for its faculty (n = 13) to enable successful implementation of flipped teaching (FT), which utilizes synchronous and asynchronous features to engage students in learning. Six biweekly sessions were scheduled via Zoom on Moodle, the Learning Management System. Pre-…

Brief multiple-choice question workshops are a prevalent part of the faculty development landscape. But do they work? Studies have documented that faculty member-written multiple-choice questions (fMCQs) are frequently flawed and do not live up to quality standards. Poor fMCQs have real consequences for students beyond annoyance. Fourteen studies…

Faculty developers face a crucial task. They must simultaneously navigate the pressures of an administrative role while caring for faculty. The role has become more difficult because of the quick online pivot necessitated by the global pandemic. Throughout that instructional transition, faculty revealed anxiety and burnout related to their…

A Complete Your Manuscript Workshop has been provided to tenure track faculty members in the college over the past two and one-half years. The workshop is a low-cost/high payoff opportunity for the college and participating faculty members, as the workshop requires few resources and the time commitment for participants is easily managed.…

Higher education faculty face an array of challenges in designing instruction to meet the needs of a diverse student population. Frameworks aligned with Universal Design (UD) have demonstrated effectiveness in meeting the needs of diverse learners and two frameworks, Universal Design for Learning (UDL) and Universal Design of Instruction (UDI),…

The purpose of this phenomenological study was to understand the lived experiences of faculty members who attended faculty-led professional development sessions at a center for teaching and learning at a mid-sized public university. Bandura's social cognitive theory provided the theoretical background for the study. Data were collected via…

The University of Missouri (MU) participated in the Ford Foundation's Difficult Dialogues Initiative (DDI) supporting faculty development projects at over 40 institutions of higher education from 2006-2010. This paper reports findings from an evaluation conducted with instructors who not only engaged in faculty development workshops but also…

Scholarly teaching, the act of systematically examining the links between one's teaching and student learning, remains a challenging idea for many faculty members. We argue that two threshold concepts--teaching as an inquiry-based process and teaching as a public act--serve as powerful hurdles to the more wide spread adoption of scholarly teaching…

Even though many curricula are built on a foundational assumption that students will transfer knowledge from one course to the next, faculty often struggle with teaching for transfer. This article introduces the design of courses for transfer as a threshold concept that is conceptually difficult and cognitively troublesome, yet potentially…