This book illustrates how higher education responded to the COVID-19 pandemic and grew from it. The pandemic impacted faculty development, drew a greater focus on the measurement of effective teaching in higher education, and provided a better understanding of what was needed to better aid educators in colleges and universities nationwide. The stage is set for a more resilient higher education with chapters illustrating new paradigms and promise.

Three themes are highlighted throughout this volume. Authors underscore the need to explore different modalities of delivery for faculty development and instruction, to enhance the leverage of technology in course design, and to refine faculty development for holistic development. Pulling together empirical data on college faculty administration, and student responses to the pandemic, chapter authors address the unique issues faced by educators and highlight successes and challenges in working with existing Centers for Teaching and Learning (CTLs) and information technology structures. Featuring contributions from diverse institutions, each chapter provides specific guidelines and recommendations for higher education to set the stage for innovation and change.

Laying the groundwork for the design of more effective models of faculty development for higher education, this book is a valuable resource for higher education administrators and faculty to improve higher education going forward.

Regan A. R. Gurung is Associate Vice Provost and Executive Director for the Center for Teaching and Learning and Professor of Psychological Science at Oregon State University, USA.

Dwaine Plaza is Professor of Sociology at Oregon State University, USA.