This chapter explores the ongoing collaboration between an educational developer and a faculty member at a university of teacher education in Switzerland as an inquiry into one's teaching practice to improve the implementation of the flipped classroom approach. Through the lens of transformative learning theory, the chapter examines how SoTL can serve as faculty enrichment in addition to an approach for systematic reflection on practice. Special attention is paid to the role of the educational developer as a mentor throughout the inquiry. The chapter concludes with practical strategies for developing a productive SoTL relationship between educational developers and faculty member, as well as visibility across an institution.

This research note aims to explore hospitality faculty member perceptions on the purpose of faculty development while bringing increased awareness to the overall significance of educational development to the hospitality education discipline. The study examines the three dimensions of faculty developmentfaculty development, instructional development, and organizational development, in the context of data collected from a survey of hospitality management faculty members at one international hospitality management school in Switzerland. Analysis of the initial findings indicates that these faculty members view faculty development in the more traditional sense as a resource for supporting their teaching activities opposed to a strategic change agent within the institution. Areas for future research include expansion of the study to multiple institutions, the consideration of the needs of industry-centric and traditional academic faculty members, and shifting perspectives of stakeholders within the three dimensions of faculty development.

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This article investigates the prevalence of online activity and preferred language use in these tasks. A survey was administered to students enrolled at three institutions to determine the frequency of their engagement in different online tasks in addition to the language(s) that they used. This work uses Transformative Learning Theory as a lens to examine how these students use language to navigate their transition into their new roles as college students and members of new communities. Several differences were noted among the study sites, reflecting the culture of the region and the varied student populations. The authors suggest minor revisions of the measure and continued investigation with additional international study sites to broaden data and allow for specific, culturally-based suggestions for improved student support. Increases in both international student enrollment and technology use require exploration of how these students use the Internet. This work is unique addressing the need to balance student emotional support needs and their need for language acquisition.

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