Ongoing professional learning in supportive contexts, such as in Professional Learning Communities (PLCs) has been indicated as effective in promoting reinvigoration in teaching. PLCs are a community of educators that engage in a regular process of learning and reflection, where faculty can work together with peers toward common goals and purposes…

Undergraduate research can be a rewarding experience for both students and mentors. However, when students are from underrepresented and underserved groups, non-inclusive research mentoring may increase stereotype threat and a deflated sense of belonging. To promote inclusive research mentoring, a learning community for STEM faculty was designed…

The Scholarship Development Program (SDP) was created four years ago to promote scholarly productivity for early career faculty. The SDP consists of professional development sessions, formal mentoring, and small research interest groups, all involving senior faculty members. The components of the SDP allowed for a team-based approach to mentoring.…

This paper describes a faculty development project in which 12 teacher educators used the Cognitive Coaching model to engage in critical reflections about their teaching. Each identified an aspect of their teaching they wanted to improve and a colleague to serve as coach. Participants engaged in Cognitive Coaching cycles, consisting of planning…

Communities of practice, which enable sustained collaboration among fellow practitioners, have potential for advancement of faculty development, but traditionally employ face-to-face meetings with inherent economic and geographical limitations. Our virtual community of practice (VCP) model exposes engineering instructors from across the country to…

Grounded as a self-study using arts-based inquiry to explore the experiences of six university faculty members participating in a cross-disciplinary faculty development program, the purpose of this paper is to (1) describe the Madison Research Fellows (MRF) program, and (2) explore the impact of the MRF program. Participating members included…

Innovations in faculty development, particularly those that make the most of available technologies, are essential. "Learning is a social activity and we are social beings; and everything is connected" (Trammel & Bruce, 2008). Finding methods for creating these faculty connections is a challenge--one that can be met by technology.…