This issue of Peer Review presents unique approaches and practical strategies for reinvigorating and reinvesting in faculty self-renewal to improve teaching and learning. Through deep analysis, detailed case studies, and new research, this issue explores how efforts to reenergize faculty and foster deeper connections to their institutions are more vital than ever. As C. Edward Watson writes, “The moment has come for more investment in higher education’s greatest resource—its faculty and future faculty.”
This issue of Peer Review explores the General Education Maps and Markers (GEMs) Pathways project, which brought together two- and four-year institutional transfer partners to create pathways focused on general education, preparation for participation in signature work, improvements to the transfer process, and ways to increase degree completion.
This issue features research articles written by Center for the Advancement of STEM Leadership (CASL) fellows on proven HBCU leadership approaches that have broadened the participation of historically underrepresented groups in STEM.
The work presented in this issue of Peer Review was generously funded by the National Science Foundation Historically Black Colleges and Universities–Undergraduate Program. The opinions, findings, conclusions, or recommendations expressed herein are those of the authors and do not necessarily reflect the views of the National Science Foundation.