Centers for teaching and learning all face the same dilemma: In a context where faculty are not required to partake in our services, how do we provide transformative learning experiences to which faculty willingly give their limited time? The answer, Maria B. Hopkins and Rachel Bailey Jones propose, is to move away from a workshop model of faculty development and toward a model that supports the kinds of connections among faculty that lead to self-sustaining growth and development. This edited book provides a breadth of innovative alternatives to fixed-schedule faculty development workshops that faculty are rarely attending due to the increasing complexity of their professional lives. The audience for this book is higher education administrators, faculty, and staff responsible for faculty development related to teaching and learning. Each chapter provides a detailed description of a faculty development initiative in practice that provide opportunities for creativity, adaptability, and collaboration among faculty. Public, private, and community colleges, small and large, research-focused and teaching-focused institutions are represented. The editors have taken on this project because this is the resource they wish they had when they began their work as directors of the teaching lab at their institution.

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Maria B. Hopkins, Ph.D., is Professor in the School of Education at Nazareth College in Rochester, New York, where she also serves as Director of the Graduate Literacy program and co-founded the Teaching Innovation and Integration Lab. Rachel Bailey Jones, Ph.D., is Professor of Education at Nazareth College in Rochester, New York. She is the co-founder of the Teaching Innovation and Integration Lab and Program Co-Director for the Honors Program.