Over the past year, my work in faculty development has been a reflective and transformative journey, deepening my understanding of teaching, learning, and the evolving role of a Teaching and Learning Center. As a co-lead in developing the faculty orientation to teaching course on Brightspace, I grappled with the challenge of designing a learning experience that was both accessible and pedagogically sound. This project was not merely about onboarding new faculty but about fostering a mindset of continuous improvement, critical reflection, and student-centered teaching. I saw firsthand how faculty—many experts in their fields but new to teaching—needed structured yet flexible resources to support their transition. This experience reinforced my belief that faculty development is not about imposing rigid frameworks but about creating spaces where educators can critically engage with their teaching philosophies and practices.
One of the most intellectually engaging aspects of my work has been writing for the Teach Anywhere Instructor Resource Page, particularly on assessment and evaluation. Exploring topics such as ungrading, authentic assessment, and reducing grading workload required bridging theory and practice, balancing empirical evidence with the realities faculty face in implementing change. These reflections challenged me to reconsider assessment not as a mechanism for ranking students but as a tool for fostering learning. I became increasingly aware of how grading practices shape student motivation, engagement, and self-perception. Through this work, I have come to see assessment reform as part of a broader commitment to equity, transparency, and transformative pedagogy—one that reimagines the purpose of evaluation in higher education.
My engagement with transformative teaching practices, particularly high-impact strategies such as community-based learning and ePortfolios, has further reinforced the importance of experiential and student-driven learning. Community-based learning challenges students to apply knowledge in real-world contexts, strengthening the connection between academic work and societal issues. ePortfolios provide a space for students to curate their learning journeys, making their intellectual growth visible. These practices affirm that learning is most powerful when it is active, integrative, and situated within authentic contexts. However, supporting faculty in adopting these strategies sustainably requires more than offering workshops; it demands ongoing dialogue, mentorship, and institutional support to create an environment where transformative teaching can take root.
Reflecting on this work, I recognize that faculty development is a delicate balance between advocacy and pragmatism. Change in higher education is incremental, requiring patience, persistence, and an appreciation for faculty constraints. At the same time, even small shifts—rethinking an assignment, redesigning a syllabus, or integrating a reflective component—can profoundly impact student engagement and learning. My experiences this past year have reinforced the necessity of centering faculty as learners themselves, acknowledging that their professional growth is as iterative and evolving as that of their students.
Ultimately, this journey has strengthened my commitment to fostering a culture of reflection, adaptability, and evidence-informed teaching. Faculty development is not just about improving individual teaching practices but about shaping institutional cultures that value learning at all levels. As I look ahead, I remain dedicated to exploring new ways to support faculty, advocating for assessment practices that reflect authentic learning, and championing high-impact teaching strategies that bridge theory and practice. This past year has reaffirmed that teaching and learning are dynamic, relational, and deeply human endeavors—ones that thrive in environments where faculty and students are empowered to grow.