Centerness is defined as a quality of multi-agent systems (groups) where agents share a common set of system goals and interact so the system will achieve those goals. A pair of measures is identified to capture the two dimensions of centerness: distance-weighted fragmentation and average goal centerness. As a case study, the measures of…

Informed by just-in-time learning, this article outlines an approach to content strategy that connects faculty with existing resources. As a result of our intentional content strategy, faculty on campus opened resources meaningful to their work each week of the semester. This article explains a center for teaching and learning approach to content…

This research is based on case studies of seven district teacher development centres (DTDCs) in KwaZulu-Natal province of South Africa. The paper describes the perceptions of selected teachers regarding their professional learning and development experiences at these centres. The purpose of the study was to determine the role the centres play in…

As higher education shifts toward a culture of evidence-based teaching practices, future faculty are seeking opportunities to develop their pedagogical knowledge and skills. Many centers for teaching and learning (CTLs) have not proportionally grown in resources to meet the demand for graduate student and postdoctoral scholar programming (e.g.,…

This study seeks to explore the physical spaces centers for teaching and learning (CTLs) occupy; with an emphasis on gaining a better picture of what CTL spaces look like; where they are located; how they developed: and what these spaces represent. We gathered visual, empirical, and qualitative data to take the first steps towards developing a…

The article analyzes the learning paths, organizational devices, and system actions taken within the Teaching & Learning Center research and training facility at the University of Siena.

This critical retrospective review describes the ideation, creation, and implementation of a faculty development fellows program at a regional comprehensive university. The authors share their perspectives as fellows regarding primary considerations for designing the program, including attention to the fellows selection process, required…

For many faculty developers, 2020's challenges changed our approach to our work. We found that by expanding our networks and relying on our collaborative spirit, we were able to adapt quickly and effectively to changing events. Each member of our four-person Learning + Teaching Center (LTC) team brings expertise and skills for faculty development.…

Continuous teacher professional development (TPD) ensures that teachers have the capacity to continually plan and implement quality teaching and learning that supports students in achieving their expected program/course learning outcomes. However, teachers' access to quality TPD is a challenge due to geographical limitations, gender, special…

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…

This position statement affirms the need to develop accessible and effective reading pedagogies in college writing classrooms so that students can engage more deeply in all of their courses and develop the reading abilities that will be essential to their success in college, in their careers, and for their participation in a democratic society.…

Research shows that school administrators' engagement is vital in creating a structure supportive of induction and mentoring for early career teachers. This article details a mixed-method research study that examined the role and impact of school administrators' engagement in four teacher induction programs in the United States (two statewide and…

Humans have a basic need to be constantly engaged in learning. The learning process, however, has undergone interesting changes as a result of the technological revolution, such as the advent of online learning. Technological changes in learning have also affected professional development courses. The purpose of this study is to compare attitudes…

The COVID-19 pandemic brought about unprecedented changes in our approach to delivering educational development (ED) programming. In this article we discuss how our dual ED centers pivoted during the sudden switch to online learning, highlighting how we overcame challenges such as a small staff, tight timelines, and faculty anxieties.…

This study reports on an investigation into the experiences of faculty engaged in the Scholarship of Teaching and Learning (SoTL). Common challenges that emerged across the interviews included competing priorities, and a lack of background knowledge and research skills relevant to their SoTL work. These challenges were often overcome by working…