Overview

Educational developers play a central role in supporting faculty members and informing their ongoing professional development programming through the scholarship of teaching and learning (SoTL). SoTL presents an opportunity for faculty professional development that is action-oriented, evidence-based, and engaging for faculty members at any stage in their academic career. Evidence-Based Faculty Development Through the Scholarship of Teaching and Learning (SoTL) is a critical scholarly publication that examines SoTL research as a method of professional development for educational developers and higher education faculty members. Highlighting topics such as professional development, research ethics, and faculty engagement, this book is ideal for deans, professors, department chairs, academicians, administrators, educational developers, curriculum designers, researchers, and students.

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9781799822134

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Rachel C. Plews currently works as an educational developer in Western Switzerland. Her work with faculty members supports ongoing professional development with teaching and learning workshops, as well as individual consultations. Her research interests include technology in education, self-directed learning, and faculty development. Prior to moving to Switzerland, Rachel completed her doctoral studies at Teachers College, Columbia University, from which she holds an Ed.D. in Adult Learning and Leadership. She earned a M.Ed. in Teaching, Learning, & Technology from Lehigh University, and she has taught various undergraduate courses in education and hospitality programs. Rachel is a graduate of the School of Hotel Administration at Cornell University and worked in sales and marketing before moving into higher education. Michelle Amos has more than two decades of experience in reading education, working with learners from sixth grade through adult, specializing in meeting the needs of students with a range of learning challenges. She earned her BA in English and MSE in English Secondary Education Instruction and Curriculum from the University of Florida and her MA in Reading Specialist and Ed.D in Adult Learning and Leadership from Teachers College, Columbia University. Dr. Amos’ areas of research include supporting Scholarship of Teaching and Learning through Communities of Practice, the use of technology by English Language Learners, identifying supportive methods of online instruction, and the impact of cognitive bias on reading comprehension in an increasingly polarized media environment.

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