Transforming Teaching and Learning in Higher Education

The global landscape of higher education is continually shifting. In recent years, higher education has seen a shift in the cultural environment which includes a highly diversified student body, a widened view of student ability and an increasingly more competitive ecosystem full of choice for students and families. This globally competitive, technologically rich, and highly dynamic environment requires faculty members to be responsive to students who have access to abundant amounts of information and expect classrooms that are active and engaging. These changes have impacted classrooms at institutions of higher education and provide robust opportunities for teaching and learning initiatives to thrive.

Editorial Board
Victoria Bhavsar, PhD
Director, Center for the Advancement of Faculty Excellence
California State Polytechnic University, Pomona

Donna Ellis, PhD
Director, Centre for Teaching Excellence, University of Waterloo, Ontario, Canada

Todd D. Zakrajsek, PhD
Associate Research Professor and Associate Director of Fellowship Programs in the Department of Family Medicine
University of North Carolina at Chapel Hill

Milton D. Cox, PhD
Systems Convener and Consultant: FLCs, Learning Communities, SoTL Founder and Director Emeritus: Original Lilly Conference. Editorial Board, Founder, Editor-in-Chief Emeritus: Learning Communities Journal and the Journal on Excellence in College Teaching. Founder and Director Emeritus: Center for the Enhancement of Learning and Teaching
Miami University

Titles Coming Soon
Peer Coaching in Higher Education: Faculty Coaching Partnerships to Support Rigorous and Engaging Classrooms. Edited by Kristin N. Rainville, Sacred Heart University, David G. Title, Sacred Heart University, and Cynthia G. Desrochers, California State University (CSU), Northridge

Faculty Peer Coaching in Higher Education: Opportunities, Explorations, and Research From the Field. Edited by Kristin N. Rainville, Sacred Heart University, David G. Title, Sacred Heart University, and Cynthia G. Desrochers, California State University (CSU), Northridge

Expanding the Vision of Faculty Learning Communities in Higher Education: Emerging Opportunities for Faculty to Support and Engage With Each Other in Learning, Teaching, and Support. Edited by Kristin N. Rainville, Sacred Heart University, David G. Title, Sacred Heart University, and Cynthia G. Desrochers, California State University (CSU), Northridge

Promoting Equitable Classroom Practices in Higher Education: Approaches Beyond Curriculum. Edited by Melanie N. Burdick, Washburn University, Heidi L. Hallman, University of Kansas and Valerie Mendoza, University of Kansas

Creating More Inclusive and Equitable Teaching and Learning: How Crises can Transform the Higher Education Landscape. Edited by Grey Reavis, Duke University, Kim Manturuk, Duke University, and Caitlin Hayward, University of Michigan

Call for Book Proposal Submissions

This books series provides a platform for showcasing research and practice on faculty development initiatives, best practices connected to teaching and learning in higher education, investigations in active and engaging classrooms, as well as research on the Scholarship of Teaching and Learning (SoTL). Topics of potential interest include:

Models of Faculty Development that Impact Student Learning:
- creating and sustaining professional learning communities for faculty
- peer coaching in classroom and clinical settings
- instructional rounds
- collaborative models for improving instruction in higher education settings
- faculty mentoring initiatives

Faculty Development or Classroom Learning Focused on:
- equitable classroom practices
- creating thriving classroom communities
- student ownership and leadership in the classroom
- active and engaging teaching and learning
- intentional use of technology in classrooms
- adult learning
- centering social emotional lives of students in higher education classrooms
- implementing a shared model of effective instructional practice at scale across an entire institution
- developing rigorous and authentic summative assessments
- curriculum and classroom practices to enable success for all learners
- developing formative assessments, and giving students effective feedback, as a means for enabling student success on summative assessments
- strategies for intervening when some or all students struggle to master rigorous content and tasks
- designing courses for significant and deep learning

Help us to envision the purpose and audience for your book project by writing a proposal that includes the elements listed below. The Editor's and IAP's goal is to understand how your book could make an important, unique contribution to transforming teaching and learning in higher education. Proposals should be no more than 5 double-spaced pages (inclusive of references).

Begin with a cover page that includes the author(s)/editor(s) and their affiliations. Your proposal needs to explain the overall objectives and significance of the book project in a detailed statement of purpose. In writing your statement of purpose, please consider the following questions:

- If this is an edited volume, include a list of contributors/affiliations. Please indicate if this is a tentative list.

- Who is your audience for this book? (e.g., academic or professional, adoption potential or reference work)?

- How could the book be marketed (e.g., are there professional societies or SIGs that would be interested in this book)?

- How do you expect readers to make use of this book?

- How does this work fit in with the published literature and extend current knowledge?

- How does the project explore previously unrecognized or infrequently considered topics in the literature?

In your email to us, please outline:

- If any of the information about the book or its author(s) is tentative.
- The length of the project.
- Your timeline and schedule for delivery of the final draft.
- Special production issues, such as complicated graphics, art work, photos, etc.
- If you are submitting your proposal to other prospective publishers.

In addition to your statement of purpose, please include the following additional items:

- An outline of the book that provides a short narrative description of each chapter. For edited volumes, provide a list of the chapter titles or topics that will be covered.

- A resume or curriculum vitae for the authors(s) or editor(s).

- A sample chapter or section, if available, or a sample of a journal article or conference paper that is similar to the proposed volume.

For questions about the series or proposal preparation, or to submit your proposal, please contact Kristin Rainville at

Transforming Teaching and Learning in Higher Education

Series Edited by:
Kristin N. Rainville, Sacred Heart University
David Title, Sacred Heart University
Cynthia G. Desrochers, California State University (CSU), Northridge