This research investigates how peer observation programs can be designed to enhance faculty use of student-centered logic. Data include participants' self-reports (interviews) and 50 hours of recorded faculty-faculty dialogue. Findings suggest specific design features that may increase fluency in student-centered logic. The study may be useful to…

The authors posit that sustained, broad adoption of applied learning is essential to the continued viability of higher education. They define applied learning, delineate research-proven benefits, and illustrate applied learning in practice. In addition, they consider facets to catalyze movement toward leveraging applied learning: leadership for…

Business education has had limited discussion on professional development for academics. Given the increasing focus on the quality of teaching and learning in higher education, we investigate how academics conceptualise professional development. This has important implications since one's conceptions of a phenomenon can influence subsequent…

We sought to identify which aspects of our professional development program, the Consortium for the Advancement of Undergraduate STEM Education (CAUSE), were most useful for the participants. CAUSE was designed to support STEM faculty as they implement evidence-based teaching practices. We interviewed six faculty participants (Fellows) to address…

Instructional strategies are essential to reform initiatives in science, technology, engineering, and mathematics (STEM) education. The problem was higher education instructors in STEM disciplines continue to use siloed and teacher-centered strategies in courses even though integrated and student-centered approaches are more effective in engaging…

Using social constructivist theories of adult learning, the Faculty Pedagogical Development (PD) Programme was designed to offer faculty a unique professional learning experience at one university in Qatar. This study reports on the evaluation of this PD programme that involved 24 participants from different colleges in its first round of…

In this paper, we present the influence of a professional development, including a faculty learning community (FLC), on STEM teaching practices at a southern US liberal arts college. We used a quasi-experimental mixed-method design to collect information about teaching practices and the influence of the professional development. The Reformed…

Background: Even though student-centered instruction leads to positive student outcomes, direct instruction methods are still prevalent. Multiple barriers prevent faculty from further adopting evidence-based student-centered practices and holistic approaches to faculty support are necessary to promote faculty change. The Collaborative for…

In this work, we discuss the development of descriptive actions that facilitators take in semester-long online professional development geared at supporting instructional change at the undergraduate level. Current work in undergraduate mathematics education includes various large-scale projects aimed to support individuals or departments in…

This article presents a design-based research (DBR) methodology to develop a teacher professional development intervention that is aimed at helping teachers become designers of student-centred e-learning activities. The intervention was tested at Gulu University (GU) and Maseno University (MU), and a set of activities and tools, as well as six…

Many higher education faculty members are not trained to teach during their graduate study; thus, faculty development programs (FDPs) can provide systematic opportunity for teaching training. While FDPs are prevalent in higher education today, many such programs focus on practical or pedagogical skill development while neglecting to provide…

Due to the COVID-19 pandemic, Biology Teaching Assistants (TAs) were tasked with transitioning and adapting their instruction to an online environment by quickly implementing Emergency Remote Teaching (ERT) practices. Effective online and in-person teaching requires student-centered approaches to support undergraduate student learning. Using…

Purpose: This study aims to investigate the role of professors as gatekeepers for sustainable development competencies (SDC) in disciplinary study programs. It aims to understand which factors are crucial for professors to integrate SDC into their teaching, their basic understanding of SDC, the actual degree of SDC integration and how suitable…

Nearly half of all college students and the majority of college students of color begin their studies at 2-year colleges. The educational quality that these students experience will affect future success, but little research to date has focused on the professional development (PD) of their instructors. We offer an exploratory study on PD needs and…

The integration of student-centered learning (SCL) practices in higher education, particularly in Science, Technology, Engineering, and Mathematics (STEM) fields, is essential for addressing persistent challenges such as high failure rates among underrepresented groups. Institutions of Higher Education are increasingly emphasizing evidence-based,…