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We are two critical pedagogues who are also faculty developers, trying to create space for conversations interrogating dominant approaches to faculty development.

Faculty developers support the growth and continuing development and evolution of faculty in their roles as educators. But, what we (Maha and Lee) are addressing in this column installment is the nature of how faculty development is delivered, if “delivery” is even the right term at all. Can we encourage critical pedagogy within the current system(s) of faculty development within the institutional structure as it often exists? What are the underlying values behind how faculty development is often approached?

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