Open AccessFaculty Empowering Faculty
Author(s) -
Dayna Henry,
Edward J. Brantmeier,
Anthony Tongen,
Ashley Taylor Jaffee,
Olga Pierrakos
Publication year - 2021
Publication title -
teaching and learning inquiry
Language(s) - English
Resource type - Journals
eISSN - 2167-4787
pISSN - 2167-4779
DOI - 10.20343/teachlearninqu.9.2.15
Subject(s) - scholarship of teaching and learning , scholarship , faculty development , professional development , plan (archaeology) , process (computing) , higher education , sociology , medical education , pedagogy , political science , teaching method , computer science , teaching and learning center , medicine , archaeology , law , history , operating system
Faculty are increasingly interested in engaging in the scholarship of teaching and learning (SoTL) across disciplines, necessitating educational development support. While many institutions utilize one-time workshops and faculty communities offering professional development funding, the case study presented in this article takes a different approach. The aim of the Engaged Teacher-Scholar (ETS) program is to support faculty growth in a process of becoming ETS leaders across the university campus. ETS leaders advance an individual SoTL research project and are trained to develop a plan for and offer professional development events to their department, college, and university related to SoTL. The article presents an overview of the program’s objectives, organization, and outcomes over four years of implementation. The article concludes with implications for implementation at other institutions.