To Improve the Academy: A Journal of Educational Development (TIA) is the flagship peer-reviewed publication of the Professional and Organizational Development Network in Higher Education (POD Network). TIA, an open-access, electronic journal, is focused on faculty, graduate student and professional student, instructional, professional, and organizational development. TIA publishes two issues annually, with occasional special issues responsive to the profession and moment.

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2024

Introduction, Volume (20)

Preface, Volume (20)

2021

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What Really Matters for Instructors Implementing Equitable and Inclusive Teaching Approaches, Tracie Marcella Addy, Philip M. Reeves, Derek Dube, and Khadijah A. Mitchell

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Supporting Faculty as Writers and Teachers: An Integrative Approach to Educational Development, Jennifer Ahern-Dodson and Monique Dufour

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Preparing the Next Generation of Institutional Leaders: Strategic Supports for Mid-Career Faculty, Vicki Baker and Caroline Manning

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Implementation Plans for Course Redesigns: An Exploration of Identified Strategies, Rebecca Campbell and Benjamin Blankenship

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Where Are the Students in Efforts for Inclusive Excellence? Two Approaches to Positioning Students as Critical Partners for Inclusive Pedagogical Practices, Alison Cook-Sather, Tracie Marcella Addy, Anna DeVault, and Nicole Livitskiy

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Leveraging Collaboration and Peer Support to Initiate and Sustain a Faculty Development Program, Anneris Coria-Navia and Scott Moncrieff

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Place-based Educational Development: What Center for Teaching and Learning Spaces Look Like (and Why That Matters), Laura Cruz, Karen Huxtable-Jester, Brian Smentkowski, and Martin Springborg

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Motivation to “Keep Pushin’”: Insights into Faculty Development Facilitating Inclusive Pedagogy, Kelly Erby, Melanie Burdick, Sandra Winn Tutwiler, and Dan Petersen

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Finding Our Voice: Highly Flexible ED for the HyFlex World, Kristine Larsen, Cristina Robinson, Jason A. Melnyk, Jennifer Nicoletti, Amy Gagnon, Kelly McLaughlin, and Mina Hussaini

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Beyond Instructional Development: An Exploration of Using Formal Pedagogy Training to Benefit Perceived Quality of Life and Sense of Community in Graduate Students, Matthew Mahavongtrakul, Ashley Hooper, Daniel Mann, and Brian Sato

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An Efficient and Coherent Pipeline for Graduate Student and Postdoctoral Scholar Educational Development, Daniel Mann, Matthew Mahavongtrakul, and Ashley Hooper

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Longitudinal Impact of Faculty Participation in a Course Design Institute (CDI): Faculty Motivation and Perception of Expectancy, Value, and Cost, Cara Meixner, Melissa Altman, Megan Good, and Elizabeth Ben Ward

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Discomfort and Other Factors that Influence the Effectiveness of Graduate Student Peer Consultations, Mark W. Pleiss and Krisztina Erzsebet Dearborn

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Focus on Outcomes: Fostering Systemic Departmental Improvements, Daniel L. Reinholz, Mary E. Pilgrim, Amelia Stone-Johnson, Karen Falkenburg, Christopher Geanious, Courtney Ngai, Joel Christopher Corbo, and Sarah B. Wise

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Cultivating an Institutional Culture that Values Teaching: Developing a Repository of Effective Practices, Lindsay Shaw, Jill Grose, Erika Kustra, Lori Goff, Donna Ellis, and Paola Borin

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#iteachmsu: Centering an Educator Learning Community (ELC), Erik Skogsberg, Makena Neal, Melissa McDaniels, Madeline Shellgren, and Patricia Stewart

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Constellations of Support: A Community Development Model, Tracy Smith and Melba Spooner

2013

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About the Authors, Volume 32 (2013)

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Navigating the New Normal, Terre H. Allen, Holly Harbinger, and Donald J. Para

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From Outsiders to Insiders, Kathleen M. Brennan, Laura Cruz, and Freya B. Kinner

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Using Undergraduates to Prepare International Teaching Assistants for the American Classroom, Warren E. Christian and Brian J. Rybarczyk

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Student Consultants of Color and Faculty Members Working Together Toward Culturally Sustaining Pedagogy, Alison Cook-Sather and Praise Agu

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Connect to Learning, Bret Eynon, Judit Török, and Laura M. Gambino

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Program Planning, Prioritizing, and Improvement, Peter Felten, Deandra Little, Leslie Ortquist-Ahrens, and Michael Reder

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Fostering a Growth Mind–set, Beth A. Fisher, Carolyn L. Dufault, Michelle D. Repice, and Regina F. Frey

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Acknowledgments, Volume 32 (2013), James E. Groccia

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Preface, Volume 32 (2013), James E. Groccia

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The Reacting to the Past Pedagogy and Engaging the First–year Student, Paula Kay Lazrus and Gretchen Kreahling McKay

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Faculty Development Scholarship, Kathryn E. Linder

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Formal and Informal Support for Pretenure Faculty, Gwendolyn Mettetal and Gail M. McGuire

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Measuring Student Learning to Document Faculty Teaching Effectiveness, Linda B. Nilson

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Enhancing Vitality in Academic Medicine, Megan M. Palmer, Krista Longtin-Hoffmann, Tony Ribera, Mary E. Dankoski, and Amy K. Ribera

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Tomorrow's Professor Today, Michael S. Palmer and Deandra Little

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Envisioning Creative Collaboration between Faculty and Technologists, Gail A. Rathbun, Sally Kuhlenschmidt, and David Sacks

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A Consultations Tracking Database System for Improving Faculty Development Consultation Services, Jason Rhode and Murali Krishnamurthi

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Developing a Faculty Learning Community Grounded in the Science of How People Learn, Alison Rudnitsky, Glenn W. Ellis, Patricia Marten DiBartolo, and Kevin M. Shea

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Determining Our Own Tempos: Exploring Slow Pedagogy, Curriculum, Assessment, and Professional Development, Peter A. Shaw, Bob Cole, and Jennifer L. Russell

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Assessing the Long–term Impact of a Professional Development Program, Marcia M. Tennill and Margaret W. Cohen

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Mobile App Learning Lounge, Michael H. Truong

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Pedagogical Gamification, Kevin Yee

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Keeping the Fire Burning, Michael J. Zeig and Roger G. Baldwin

2012

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About the Authors, Volume 31 (2012)

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Contemplative Pedagogy, Daniel Barbezat and Allison Pingree

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The Gentle Art of Mentoring in Higher Education, Nancy H. Barry

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Tough-Love Consulting, Allison P. Boye and Suzanne Tapp

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Examining Effective Faculty Practice, Allison BrckaLorenz, Tony Ribera, Jillian Kinzie, and Eddie R. Cole

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Organizational Strategies for Fostering Faculty Racial Inclusion, Dannielle Joy Davis, Edward J. Brantmeier, Robert Torosyan, and Hyacinth E. Findlay

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Millennial Students, Michele DiPietro

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Professional Development for Geographically Dispersed Faculty, Emily Donnelli-Sallee, Amber Dailey-Hebert, and B. Jean Mandernach

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Faculty Engagement in Program-Level Outcomes Assessment, Elizabeth L. Evans

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Collaborating with Faculty to Design Active Learning with Flexible Technology, Beth A. Fisher, Kathryn G. Miller, William E. Buhro, Deborah J. Frank, and Regina F. Frey

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Acknowledgments, Volume (20), James E. Groccia

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Preface, Volume 31 (2012), James E. Groccia

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What Educational Developers Need to Know about Faculty-Artists in the Academy, Natasha Haugnes, Hoag Holmgren, and Martin Springborg

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Using Small Group Individual Diagnosis to Improve Online Instruction, Jennifer H. Herman and Melissa Langridge

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A Comparison of Faculty and Student Perspectives on Course Evaluation Terminology, Carol Lauer

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An Exploration of the Spiritual Roots of the Midcareer Faculty Experience, Virginia S. Lee, Dorothe J. Bach, and Richard N. Muthiah

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Supporting International Faculty, Cutting Li, Sterling K. Wall, Marty Loy, and Kelly Schoonaert

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Time to Raise Questions About Student Ratings, Linda B. Nilson

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Understanding Intersecting Processes, Kristen A. Renn

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Implementing a University Learning Consortium for Shared Communication and Proactive Campus Change, David W. Schumann, Dorian Stiefel, Michelle Corvette, and Chutney W. Guyton

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The Donors Next Door; Raising Funds From Faculty for Faculty Development Centers, Genevieve G. Shaker and Megan M. Palmer

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Researching the Impact of Educational Development, Nancy Van Note Chism, Matthew Holley, and Cameron J. Harris

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Please Read While Texting and Driving, C. Edward Watson, Krista P. Terry, and Peter E. Doolittle

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Tweeting #Podhbcu, Mary C. Wright, Rachel K. Niemer, Derek Bruff, and Katherine Valle

2011

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About the Authors, Volume 29 (2011)

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About the Authors, Volume 30 (2011)

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Acknowledgments, Volume 29 (2011)

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Ethical Guidelines for Educational Developers

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Evolution of a Peer Review and Evaluation Program for Online Course Development, Cynthia L. Adams, Dianna Z. Rust, and Thomas M. Brinthaupt

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Curriculum Revision and Cultural Change: A Joint Faculty Development and Faculty Governance Approach, Terre H. Allen, David A. Horne, Ingrid M. Martin, and Michael E. Solt

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Intersecting Identities and the Work of Faculty Development, Cerri A. Banks, Jonathan Luzzini, and Susanne M. Pliner

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The Citizenship Imperative and the Role of Faculty Development, Jeffrey L. Bernstein, Rebecca S. Nowacek, and Michael B. Smith

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Academic Dishonesty Among International Students in Higher Education, Krishna K. Bista

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Completing the Faculty Development Cycle: Using Data from Syllabi Review to Inform Action, Phyllis Blumberg

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Growing a New Generation: Promoting Self-Reflection Through Peer Observation, Allison Boye and Micah Meixner

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Effecting Change in Limited-Control Classroom Environments: A Case Study, Allison P. Boye

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Social Capital and the Campus Community, Andrew N. Carpenter, Linda Coughlin, Susanne Morgan, and Christopher Price

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Teaching and Learning Together: College Faculty and Undergraduates Cocreate a Professional Development Model, Alison Cook-Sather

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Writing Groups for Work-Life Balance: Faculty Writing Group Leaders Share Their Stories, Dannielle Joy Davis, Kara Provost, and Amanda E. Major

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Emergent Shifts in Faculty Development: A Reflective Review, Shelda Debowski

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Enhancing Out-of-Class Communication: Students' Perspectives, Bonnie S. Farley-Lucas and Margaret M. Sargent

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Adapting a Laboratory Research Group Model to Foster the Scholarship of Teaching and Learning, Beth A. Fisher and Regina F. Frey

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Support Needs of University Adjunct Lecturers, Sarah M. Ginsberg

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How Mature Teaching and Learning Centers Evaluate their Services, Susan R. Hines

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Go for the Gold: Fundraising for Teaching Centers, Mark A. Hohnstreiter and Tara Gray

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The TA Consultant Program: Improving Undergraduate Instruction and Graduate Student Professional Development, Mikaela Huntzinger, Paul McPherron, and Madhumitha Rajagopal

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Forty Percent of 2 Million: Preparing to Serve Our Veterans with Disabilities, Bruce C. Kelley, Emetta L. Fox, Justin M. Smith, and Lisa A. Wittenhagen

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Distribution and Penetration of Teaching-Learning Development Units in Higher Education: Implications for Strategic Planning and Research, Sally Kuhlenschmidt

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Reflections on International Engagement as Educational Developers in the United States, Virginia S. Lee

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Graduate Student Internships as a Pathway to the Profession of Educational Development, Kathryn E. Linder, Stephanie E. Rohdieck, Alan Kalish, Teresa A. Johnson, and Kathryn M. Plank

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A Coaching-Based Framework for Individual Consultations, Deandra Little and Michael S. Palmer

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Reflecting Together about Tenure and Promotion: A Faculty Learning Community Approach, Leslie G. McBride and Janelle DeCarrico Voegele

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Student and Faculty Perceptions of Effects of Midcourse Evaluation, Whitney Ransom McGowan and Russell T. Osguthorpe

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The First Day of Class: How Should Instructors Use Class Time?, Sal Meyers and Brian C. Smith

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Introduction, Volume 30 (2011), Judith E. Miller

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Preface, Volume 29 (2011), Judith E. Miller

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Preface, Volume 30 (2011), Judith E. Miller