This manuscript describes the intentional use of adult learning principles in creating three faculty development initiatives centering on equity-based teaching. The authors reflected on the design and development process, facilitation and the perceived benefits and challenges. They embrace a broad approach to equity-based teaching as going beyond…

Schools are dynamic environments in which the needs of students and educators are constantly shifting. As such, it is the responsibility of school organizations to foster collaborative learning environments that encourage self-reflective practice. Peer observation is a valuable approach to professional development that allows for continuous…

University faculty are busy professionals tasked with many different responsibilities. While they certainly care about student success, their expertise is generally discipline-specific and strategies for effective and engaging teaching are developed in the classroom along the way. As a resource for faculty development in a Teaching Center, this…

In higher education institutions, many faculty members are hired because they are experts in their field of study, but not necessarily individuals who are trained in how to teach. This quantitative quasi-experimental study examined college faculty member's level of methodology training in relation to student satisfaction, current course…

This chapter describes a locally developed model for professional learning, whose purpose is to facilitate faculty participants' implementation of UDL. The model is grounded in attributes of long-term, job-embedded professional learning and principles of adult learning theory. Recommendations for scaling-up faculty professional learning programs…

The Building Equitable Learning Environments (BELE) network is a diverse collaborative of organizations working together to advance equity in education. The BELE Network research and learning team, and are responsible for documenting the network learnings, which are grounded in seven "Essential Actions" and reflected in shared annual…

This study examined the effectiveness of professional development (PD) strategies employed by the University of South Africa (UNISA) to empower teachers (as adult learners) to enhance learner performance in the life sciences (LS). The context of this study is the partnership between the Department of Education and institutions of higher learning.…

This autobiographical article recounts a White woman's efforts to establish a center for teaching and learning (CTL) in a large HBCU in the southern part of the United States. She describes the ways in which tenets of critical feminism, feminist pedagogies, and adult learning and development informed her approach to faculty development. She…

Educator growth, well-being, and evaluation are often disconnected. How can we weave them together to better champion adult learning needs so educators can thrive and remain in their roles? In this important resource, bestselling authors Lori Cohen (The PD Book) and Elizabeth Denevi (Learning and Teaching While White) present a framework for…

High quality, easily accessible professional development is needed to ensure that service providers are well-qualified to facilitate early intervention (EI) that targets caregiver learning during visits with children and families. This research evaluated a multi-component, technology-mediated inservice training course entitled, "Using Adult…

Professional development (PD) hours are required for licensure renewal for the more than 110,000 teachers in Ohio. Despite being entrenched in the culture of education; many teachers view PD negatively. In this qualitative study, three structures of PD are studied to determine their impact on teacher attitudes. These three structures are online…

Education researchers regularly seek to evaluate and define what encompasses successful professional development (PD) for teachers. Numerous items and lists that are considered the characteristics of "effective PD have emerged from this research." However, follow-up with teachers on their perceived views of these characteristics is…

This dissertation describes the experience of a group of international school teachers engaging in a cooperative inquiry exploring the influence of mindfulness-based social-emotional learning (MBSEL) practices on their personal and professional lives. The current reality for educators is one of systemic stress and burnout, with teachers working…

Vocational teachers participate in Continuing Professional Development (CPD) to develop their professional competencies. In developing country contexts however, it is not always clear what challenges vocational teachers face in their CPD or how they attempt to resolve those challenges. This study therefore investigated the challenges vocational…

Online education has increased in popularity over the last few decades due to the enrollment of adult learners. Adult learners have challenges with returning to school. It is not known what resources and support faculty need to support adult learners taking online first-year experience courses (FYE). The purpose of this general descriptive…