Cross-Disciplinary, Cross-Institutional Collaboration in Teacher Education

Chapter 2 Faculty Academy: A New Version of an Established Concept of Collaboration

Chapter 3 Reflecting on Growth and Change: The Persistence of the Faculty Academy (2002–2020)

Chapter 4 Involvement in a Professional Community Yields Unexpected Skills: Faculty Academy Members’ Stories of Leadership and Learning

Chapter 5 The Mentor–Mentee Faculty Relationship: Cases of Reciprocal Learning and Leading

Chapter 6 Fear, Fellowship, and Finding a Voice: An Autobiographical Narrative of Being and Becoming in an Established Research Community

Chapter 7 Musings on the Sidelines: Leadership and Learning During the Tenure-Track Experience

Chapter 8 Bridging the East and the West: Reflections on Learning, Leading, and Life

Chapter 9 Longstanding Lessons of Propriety as a Leader

Chapter 10 Introverts as Leaders: How Involvement in a Professional Learning Community Can Facilitate Development of Skills

Chapter 11 Resiliency and Women: The Journey to Academic STEM Leadership

Chapter 12 Leading from the Shadows: School Librarian Leadership

Chapter 13 Learning Through Co-teaching as Critical Friends

Chapter 14 Learning and Leading as Teacher Researchers

Chapter 15 Learning and Leading as Collaborative Physics Education/Physics Partners: Building a Physics Teacher Education Program

Chapter 16 teachHOUSTON Alumni: Agents of Change in Secondary STEM Education

Chapter 17 Discovering Stories Data Might Be Telling: Collaborative Research as Leadership, and Lessons Learned in Promoting a Culture of Evidence

Chapter 18 Sustaining Critical Practice in Contested Spaces: Teacher Educators Resist Narrowing Definitions of Curriculum

Chapter 19 Generous Scholarship: A Counternarrative for the Region and the Academy

Chapter 20 The Faculty Academy in Review: What, So What, Now What?