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To Improve the Academy, Volume 20: Resources for Faculty, Instructional, and Organizational Development
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  • Wiley

More About This Title To Improve the Academy, Volume 20: Resources for Faculty, Instructional, and Organizational Development

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An annual publication of the Professional and Organizational Development (POD) Network in Higher Education, volume 20 of To Improve the Academy is a collection of articles that reflects on elements of change within institutions of higher education. Combining theory and application, the authors offer useful suggestions and incorporate case studies that highlight the importance of understanding the role of the instructor in the student learning environment. Inviting readers to submit their opinions and inquiries, each chapter ends with the contact information of its author.

To Improve the Academy, Volume 20, is designed to inspire readers to think critically about their own observations and work in faculty development and higher education. The book is divided into three sections:

Section I, The University: addresses the impact of faculty development on every individual, unit, or initiative that encompasses an institutionSection II, Teaching and Learning Centers: makes evident the importance of faculty development centers and addresses the philosophies and services provided by themSection III, The Learner, The Professor, and The Learning Environment: offers recommendations for improving student learning through theoretical constructs

Containing articles that cover all levels of the college and university, from the institution to the individual, this book is a scholarly work that also offers practical applications for readers at their own institutions.

  • English

English

DEVORAH LIEBERMAN is Vice Provost and Special Assistant to the President, and Director of Teaching and Learning, Center for Academic Excellence, Portland State University.

CATHERINE WEHLBURG is Associative Vice president for Academic Affairs and Associative Professor in Psychology, Stephens College.

  • English

English

Preface.

Introduction.

Section I: The University.

1. Institutional Transformation and Change: Insights for Faculty Developers (Peter D. Eckel).

2. A Brief History of Educational of Educational Development: Implications for Teachers and Developers (Richard R. Tiberius).

3. Linking Change Initiatives: The Carnegie Academy for the Schlorship of teaching and Learning in the Company of other national Projects (Barbara Cambridge).

4. Could It Be That It Does make Sense? A Program Review Process for Integrating Activities (Terrel Rhodes).

Section II: Teaching and Learning Centers.

5. Getting Started with faculty Development (Nadia Cordero de Figueroa and Pedro A. Sandlin-Fremaint).

5. research on Faculty as Teaching mentors (Linda von Hoene and Jacqueline Mintz).

7. Evaluating Teaching Workshops: Beyond the Satisfaction Survey (David G. Way, Virleen M.Carlson, and Susan C. Piliero).

8. Mandatory Faculty Development Works (Mona B. Kreaden).

9. Operational Diversity: Saying What We Mean, Doing What We Say (Wayne Jacobson, Jim Borgford-Parnell, Katherine frank, Michael Peck, and Lois Reddick).

10. What Do Faculty Think? The Importance of Concerns Analysis in Introducing Technological Change (HeeKap Lee and Amy Lawson).

11. Harnessing the Potential of Offline faculty Development: Challenges and Opportunities (Timothy P. Shea, Pamela D. Sherer, and Eric W. Kristensen).

Section III: The Learner, the Professor, and the Learning Environment.

12. The Millennial Learner: Challenge and Opportunities (Saundra Y. McGuire and Dennis A. Williams).

13. The Evolution of a Teacher-Professor: Applying Behavior Change Theory to Faculty Development (Fred Hebert and Marty Loy).

14. Overcoming Cultural Obstacles to new Ways of Teaching: The Lilly Freshman Learning Project at Indiana University (Joan Middendorf and David Pace).

15. Instructional Development: Relationships to Teaching and Learning in Higher Education (Kathleen McKinney).

16. The Graphic Syllabus: Shedding a Visual Light on Course development (Linda B. Nilson).

17. Teaching Through Discussion as the Exercise of Disciplinary Approach to Faculty Development (John P. Hertel, Barbara J. Millis, and Robert K. Noyd).

Bibliography.

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