Together we have extensive knowledge of educational theory. Moreover, we have culled the ever-growing body of research on college teaching to find the most up-to-date, cutting-edge, and well-supported research on what works in the college classroom. We recognize that just because an educational practice has been proven effective in one educational context with one group of students does not mean that it will work with another; however, we believe that we can use such research as a springboard, to provide guidance on what might work.
Our professional development sessions, whether they be onsite or online, draw from this extensive body of knowledge. One of our goals for each professional development session that we do is to share theory-grounded and research-based information with college and university faculty. In our sessions, we not only share the latest research on educational practice with faculty but also tips about how to use a given practice to their own classrooms and assess its effectiveness. Moreover, we encourage faculty to treat teaching as scholarly practice itself. They should work to deepen their knowledge of pedagogy; set appropriate educational goals, objectives, and outcomes; use appropriate methods to use and test the practice, assess the results, and reflect upon and communicate the results with others. In our sessions, particularly those that focus on assessing teaching and learning, we provide guidance on how to do that.