This article discusses various ways for student affairs professionals, faculty, educators, and policymakers to contribute to the personal, academic, and professional development of international graduate students in the U.S. higher education within their functional areas and their expertise. By highlighting the culturally sensitive support and…

This chapter explains that the core principles and practices of social and emotional learning should be used to support doctoral students and enhance their personal welfare and academic performance in graduate school.

Growth mindset is an important psychological factor for effective instruction. This chapter discusses how mindset affects learning and achievement, offering a wealth of tools that can help students and instructors understand and utilize a growth mindset.

This article focuses on professional development by exploring two faculty education programs that create opportunities for faculty to learn best practices for mentoring students in scholarly work. These programs promote the inclusion of diverse and underrepresented student populations in research experiences; help faculty develop as effective,…

Most educational developers can tell a story of a moment when they stood in the breach between their enthusiasm for an educational concept and their ability to communicate that concept in a way that seemed meaningful to a colleague whose expertise was in a field other than teaching and learning. These are defining moments in articulating the heart…

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…

Educational development, which the authors use to refer to the field of professional and strategic development associated with university and college learning and teaching, can be described in many ways by referring to its different aspects. In this article the authors endeavor to categorize many of the models that have been used to describe…

In this article, the authors convey what scholarship of teaching and learning is and is not, and how educational developers can and do engage in such scholarship to grow as individual providers, units, and academic institutions seeking to continue improving teaching and learning. Further, the advancement of effective teaching techniques, expansion…

Learning strategies are a bit difficult to define since the nomenclatures used in cognitive educational psychology as well as in strategic and self-regulated learning have not yet been standardized across and within these fields of study. The self-regulated use of learning strategies helps enable students to take more responsibility for their own…

Using the institution as the unit of analysis, this chapter examines persistence rates for hundreds of institutions that have administered National Survey of Student Engagement (NSSE). A model predicting persistence with institutional and aggregated student characteristics was used to determine two groups of institutions: those that are doing…

This chapter offers a case study of the Nelson Mandela Metropolitan University, South Africa, where SI has acted as more than a student academic development program by also addressing faculty and curriculum development.

By combining modest stipends, contracts, well-structured training, instructional videotapes, individual consultations, written reports, and public recognition for faculty participants, the College of Marin (California) program in faculty classroom research has thrived. Although improved academic achievement has not been substantiated, several…

Discusses what has been learned about students in college learning communities, and their progress and problems in the programs. Addresses topics including student attitudes and characteristics, retention, achievement, intellectual development, what students value about the communities, developmental changes occurring during the program, and life…