HomePublicationsSeries on Engaged Learning and TeachingMind the Gap Chapter 10: #FacultyMatter: Faculty Support and Interventions Integrated into Global Learning Book MenuMind the Gap ChaptersPrefaceIntroductionChapter 1Chapter 2Chapter 3Chapter 4Chapter 5Chapter 6Chapter 7Chapter 8Chapter 9Chapter 10Chapter 11Chapter 12Chapter 13EpilogueBook Resources Contributors Discussion Questions Buy in PrintISBN: 9781642670578March 2020 Prudence Layne, Sarah Glasco, Joan Gillespie, Dana Gross, and Lisa JasinskiLike their students, faculty are also global learners. As such, scholars need to investigate the impact of teaching in disorienting settings on faculty and that colleges and universities need to provide professional development in pedagogy appropriate to these contexts and to facilitate opportunities for faculty to reflect on and process the experiences. Discussion Questions Do campuses articulate the relationship between support for faculty global learning and support for student global learning, and what is the evidence of this support? How might institutions include faculty perspectives in planning and operationalizing new programs, policies, and initiatives related to study abroad/study away? In the absence of optimum institutional investments in professional development, what strategies and steps might faculty leaders of study abroad/study away take to advance their own professional development? What new frontiers for faculty development in study abroad/study away should institutions consider in a changing higher education landscape? Why? Share: