Signals
Conditions for Faculty Engagement: Designing Signal Environments for Teaching Improvement explores how institutional environments communicate what matters, and how those signals influence faculty engagement in improving teaching.
Beginnings & Endings
Teaching Through Cognitive, Social, and Disciplinary Transitions is an emerging project about how the beginnings and endings of learning experiences shape participation, interpretation, and transfer beyond the classroom.
Educational Development
I work with educators and institutional leaders to develop the conditions for thoughtful, evidence-informed change in teaching and learning. My work includes faculty engagement, course design, student feedback, mentoring, and collaborative educational development.
My earlier work on the Small Teaching Challenge received the 2023 POD Network Innovation Award. Collaborative research into pandemic-related pedagogical change received the 2024 Robert J. Menges Award.
International Collaborations
I am on the Fulbright Specialist Roster for 2026–2029 and welcome conversations with international host institutions interested in short-term collaborations on faculty development, teaching, and institutional learning.
Roster placement does not signify a completed Fulbright Specialist project.
Writing & publications
Mumpower, L. A. (2025). Small teaching, big results: Leveraging department chairpersons to improve teaching and learning. To Improve the Academy, 44(1).
Mumpower, L., Rohrbacher, C., Caulkins, J., & Korentsides, J. (2024). Measuring pandemic change: Analyzing syllabi for student-centeredness over time. To Improve the Academy, 43(2), 311–338.
For the full publication, presentation, and teaching record, see my CV (PDF).