Critical to the successful maintenance and survival of a transnational education partnership is the role of faculty. Our study documents the operational and social relationships between faculty teaching transnationally. Through interviews and observation, we find that informal communities of practice (CoP) spontaneously evolve, serving to improve…

The social aspects of faculty instructional development programs are increasingly recognized because the programs' impact is greatly influenced by social interactions among faculty participants. These interactions allow faculty members to reflect on and improve their teaching practices. Although the literature has shown that effective…

In 2007, the Ministers of Education across Canada adopted the Canadian Degree Qualifications Framework, articulating learning outcomes for bachelor's, master's, and doctoral degrees. Yet, by 2016, only 30% of Canadian institutions reported having learning outcomes for all programs (MacFarlane & Brumwell, 2016). One obstacle institutions face…

Research demonstrates that Women of Color faculty experience multiple systems of oppression in the academy. However, much of the literature surrounding the topic of Women of Color faculty is situated within university environments. A paucity of research sheds light on the experiences of Women of Color faculty within the community college setting.…

The article analyzes professional collaboration in a lesson study involving university mathematics professors, with the objective of contributing to professional development. The research was guided by the question, What principles promoted professional collaboration among university mathematics professors participating in a lesson study? The…

The purpose of this qualitative descriptive study was to explore how instructional designers in higher education in the United States described their experiences with collective affective emergent states (team cohesion and collective efficacy) when collaborating with faculty to design online courses. The foundation for the study was the…

This report summarises the findings of the 2022 EUA Thematic Peer Group which explored collaborative teaching practice (CTP) in higher education in detail. Based on a shared understanding of the theme agreed on by the group members, it outlines the key opportunities and potential challenges higher education institutions face in embedding CTP and…

Teaching artists typically work as solo agents, without the comradery of a like-minded community. After a year of focus groups, teaching observations, and conversations with school and arts administrators, we identified a need for experienced teaching artists to have a chance to reflect upon, renew, and reconsider their teaching practices with…

High schools offering dual-credit geography options are looking for ways to enrich student experience. This article explores a university-high school collaboration, part of the University of Wisconsin Oshkosh Cooperative Academic Partnership Program (CAPP), in a dual-credit World Regional Geography course offered at Barneveld High School,…

Over the past two centuries, lesson study has been applied in different countries with different participant profiles. Lesson study is defined as a dynamic research-learning cycle of planning, applying, observing, and analyzing a lesson. Although the participants' discussions in lesson study practices were examined from different perspectives,…

This research pioneered the investigation of the statistically predictive power of academics' research agendas for their organizational commitment--beyond age, gender, academic rank, and academic discipline. Three hundred and thirty-two academics from nine research-oriented comprehensive universities in Zhejiang province and Shanghai, mainland…

This essay presents common practices for developing faculty in small honors programs and colleges operating with limited financial resources. The author outlines strategies and applications for implementing targeted faculty development, including: transdisciplinary coordinating efforts toward bringing full-time and adjunct faculty together for the…

In this narrative account, the authors share how a mentoring relationship between a doctoral student and educational leadership professor experienced the mentoring stage of redefinition when the student transitioned into a faculty position. The authors describe an ever-changing experience as the partnership has evolved, with mentoring activities…

Action research (AR) offers an ideological fit with the culture and the work of the academy - they share a culture of collegiality, evidence- and theory-based practice, and a focus on reflection and evaluation to inform change and innovation. An AR approach and methodology are also integral to the development of leadership capacity for learning…

This paper explores how cross-institutional Peer Observation of Teaching (PoT) provided a structured opportunity for professional conversations by which observers and observees shared and developed their perspectives on teaching experience and skills. Such professional conversations offer opportunities for both parties to gain a perspective on…