This study draws upon faculty interviews conducted in 2019 and 2021 to document dramatic shifts in primary source instruction of undergraduate students during the COVID-19 pandemic. Synthesizing these data, it analyzes how faculty cultivated pedagogical practice, developed practical approaches to teaching with primary sources, and adjusted goals…

Can an academic institution be truly free if it relies on government funding? Federal dollars mean federal mandates, and those mandates grow increasingly draconian. More and more, they stifle debate on open questions, demand denial of verifiable scientific truths, eliminate due process for students accused of misdeeds by other students, or insist…

The digital landscape for teaching and learning increasingly supports the inclusion of multimedia-based instructional strategies. In higher education, a culminating class project or final assignment often requires students to synthesize, analyze, and create content using a variety of communication modalities. Such projects, when closely aligned…

Design-based learning is often promoted as a way for students to practice the skills essential for their future success; however, little research in this area has been conducted in the field of dance. One aim of this research is to contribute to the literature by examining the process through which undergraduate students from multiple disciplines…

In 2015, language faculty and administrators at the University of Virginia met to evaluate the needs of the more than 20 language programs offered on campus. A priority emerged for language-learning space better equipped to facilitate authentic interaction and communication. The committee conceived of an alternative language-learning space that…

This Special Issues Brief from the Collaboration for Effective Educator Development, Accountability and Reform (CEEDAR Center) and the Center on Great Teachers and Leaders (GTL Center) outlines essential features for providing high-quality, structured, and sequenced opportunities to practice within teacher preparation programs. This brief is…

As two Piedmont Virginia Community College (PVCC) faculty set out to create an innovative learning community, they found that they also fostered a complex and rewarding professional development opportunity. This is an account of what it took to create such a community, and some of the lessons they learned along the way.

A growing body of research confirms the financial and academic benefits that accrue to students whose faculty adopt open educational resources, or OER. While there are no content licensing costs associated with using OER, there are several real costs that must be incurred by an institution that chooses to support its faculty in adopting OER. The…

In our reflective essay from our multiple perspectives as journal editors, peer reviewers, and published authors, we present ideas about editorial support, democracy, and innovation in the publishing process. As four tenured professors who work in universities in the states of Illinois, Virginia, Texas, and Kentucky, we are a community of editors…

In this article, I examine pedagogical understandings as captured through documented critical incidents of a transdisciplinary faculty self-study group which was designed and grounded in notions of sociocultural theory. I report from my lens as facilitator-participant-observer and from my work with eleven other participants in a three-semester…

In our increasingly competitive and rapidly changing world, it is critical that college graduates enter the workforce with the requisite skills for lasting success. However, recent studies suggest employers increasingly identify a workforce readiness gap in core applied skills, which must be bridged by company investment. Teaching strategies that…

This paper reports on findings of a university focus group exploring blended learning in higher education. It first describes the findings regarding the amorphous definition of blended learning as well as whether and how universities might engage in the practice. This paper then explains the administrative, instructor, and student variables that…

In the 21st century, colleges and universities need to consider faculty development programs in the same way that they view academic programs for their Net Gen and Millennial students. In other words, successful faculty development programs should include mentoring, delivery in a variety of on-campus and off-campus formats (face-to-face, blended,…

The annual Campus Technology Innovators awards recognize higher education institutions that take true initiative--even out-and-out risk--to better serve the campus community via technology. These top-notch university administrators, faculty, and staff demonstrate something more than a "job well done"; their vision and leadership have…

In the first decade of the 21st century, the nation, the states, and colleges and universities began to grapple with the challenges of globalization, changing demography, the implications of the digital era, and of a less expansive public sector. Although not a transformative period for higher education, the decade saw significant innovations in…