College teaching is not rocket science its much, much harder. Diana Laurillard, University of London

College faculty, both adjunct and full-time, stand with their students at the coalface of learning, wishing for more to succeed and disappointed at how illusory academic success is for so many. Among the array of investments colleges are making to improve student outcomes, from predictive data analysis to enhanced advising, too little attention is paid to supporting faculty. Yet the impact of teacher and teaching on student learning is incontrovertible. stands against the tide celebrating the incredible work faculty members do each day and challenging them to expand their capacity to present their content expertise effectively.

This book presents a model of embedded professional development, which capitalizes on the affordances of technology to enable groups of faculty to examine their practice in a non-evaluative context, but with a clear focus on improvement. The core of the work involves individual reflection and the design provides for an accessible way to see into the classrooms of discipline peers. Most importantly, the experience is not an intense one-shot, but rather a structured opportunity for a faculty member to examine and adapt practice over time and to assess the impact of changes on student learning.

Faculty who have participated in the experience found it to be transformative:

English Professor, Kentucky:

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