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Javier Cavazos Vela, Michelle Abrego, Alma D. Rodriguez, Dianira Ramos & Berta Guerra. (2023) Exploring the Experiences of Faculty Mentors and Graduate Research Assistants in a College of Education at an HSI. Journal of Latinos and Education 0:0, pages 1-20.
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Kadian M. Callahan. (2023) Improving teaching and learning: mathematics and science faculty reflections across time. International Journal for Academic Development 28:2, pages 163-176.
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Cameron Van der Smee, Josh Ambrosy & Alex Prins. (2023) Hope during COVID-19: a poetic inquiry of early career academics. Curriculum Studies in Health and Physical Education 0:0, pages 1-19.
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Alyssa G. Cavazos, Cristina Trejo, Javier Cavazos-Vela, Stephanie Garza-Ochoa, Yaritza Marin & Alexis Racelis. (2022) Teaching Philosophy Statements: The Impact of a Culturally Relevant Pedagogy Faculty Learning Community at a Hispanic Serving Institution. Journal of Latinos and Education 0:0, pages 1-16.
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Emma Bailey, Ashley Le Vin, Louise Miller, Katherine Price, Sharon Sneddon, Genevieve Stapleton & Lissann Wolfe. (2022) Bridging the transition to a new expertise in the scholarship of teaching and learning through a faculty learning community. International Journal for Academic Development 27:3, pages 265-278.
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Ettore Bolisani, Monica Fedeli, Laura Bierema & Valentina De Marchi. (2021) United we adapt: communities of practice to face the CoronaVirus crisis in higher education. Knowledge Management Research & Practice 19:4, pages 454-458.
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Rachel J. Beane, Ellen R. Altermatt, Ellen R. Iverson & R. Heather Macdonald. (2020) Design and impact of the national workshop for early career geoscience faculty. Journal of Geoscience Education 68:4, pages 345-359.
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Orsolya Kálmán, Päivi Tynjälä & Terhi Skaniakos. (2020) Patterns of university teachers’ approaches to teaching, professional development and perceived departmental cultures. Teaching in Higher Education 25:5, pages 595-614.
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Elizabeth Marquis, Breagh Cheng, Mythili Nair, Alan Santinele Martino & Torgny Roxå. (2020) Cues, emotions and experiences: How teaching assistants make decisions about teaching. Journal of Further and Higher Education 44:1, pages 29-42.
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Tracy X. P. Zou. (2019) Community-based professional development for academics: a phenomenographic study. Studies in Higher Education 44:11, pages 1975-1989.
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Nina Katajavuori, Viivi Virtanen, Mirja Ruohoniemi, Hanni Muukkonen & Auli Toom. (2019) The value of academics’ formal and informal interaction in developing life science education. Higher Education Research & Development 38:4, pages 793-806.
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Beatriz Moya, Héctor Turra & Denise Chalmers. (2019) Developing and implementing a robust and flexible framework for the evaluation and impact of educational development in higher education in Chile. International Journal for Academic Development 24:2, pages 163-177.
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Maria Clavert, Erika Löfström, Hannele Niemi & Anne Nevgi. (2018) Change agency as a way of promoting pedagogical development in academic communities: a longitudinal study. Teaching in Higher Education 23:8, pages 945-962.
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Barbara Kensington-Miller. (2018) Surviving the first year: new academics flourishing in a multidisciplinary community of practice with peer mentoring. Professional Development in Education 44:5, pages 678-689.
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Sue Cherrington, Anne Macaskill, Rhian Salmon, Suzanne Boniface, Sydney Shep & Jonny Flutey. (2018) Developing a pan-university professional learning community. International Journal for Academic Development 23:4, pages 298-311.
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Irina Lokhtina. (2018) Gaining legitimacy: mentoring as an avenue to navigate the transition into a new academic workplace / Conseguir legitimidad: las mentorías como medio para gestionar la transición a un puesto académico distinto. Journal for the Study of Education and Development 41:3, pages 581-618.
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Rosemary Lysaght, Aliki Thomas, Cori Schmitz, Michael Lee & Ann Bossers. (2018) Expanding the foundation of occupational therapy educational research – A Canadian initiative. World Federation of Occupational Therapists Bulletin 74:1, pages 52-57.
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Nalita James & Irina Lokhtina. (2018) Feeling on the periphery? The challenge of supporting academic development and identity through communities of practice. Studies in the Education of Adults 50:1, pages 39-56.
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Loraine McKay & Sue Monk. (2017) Early career academics learning the game in Whackademia. Higher Education Research & Development 36:6, pages 1251-1263.
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Sue Monk & Loraine McKay. (2017) Developing identity and agency as an early career academic: lessons from Alice. International Journal for Academic Development 22:3, pages 223-230.
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Sarasvathie Reddy, Ruth L. Searle, Lester B. Shawa & Damtew Teferra. (2016) A balancing act: facilitating a University Education Induction Programme for (early career) academics. Studies in Higher Education 41:10, pages 1820-1834.
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Damtew Teferra. (2016) Conclusion: the era of mass early career academics and aging faculty – Africa's paradox. Studies in Higher Education 41:10, pages 1869-1881.
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Jeff Jawitz & Teresa Perez. (2016) Investing in teaching development: navigating risk in a research intensive institution. International Journal for Academic Development 21:3, pages 194-205.
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Sarah Nixon & Sally Brown. (2013) A community of practice in action: SEDA as a learning community for educational developers in higher education. Innovations in Education and Teaching International 50:4, pages 357-365.
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