To Improve the Academy Resources for Faculty, Instructional, and Organizational Development

by Wehlburg, Catherine M.; Chadwick-Blossey, Sandra

• ISBN13: 9781882982653
• ISBN10: 1882982657
• Edition: 1st
• Format: Paperback
• Copyright: 2003-09-15
• Publisher: Jossey-Bass

Summary

An annual publication of the Professional and Organizational Development (POD) Network in Higher Education, volume 22 of To Improve the Academy is a collection of articles that focus on the role of faculty, instructional, and organizational development in ensuring excellence in education. Recognizing the urgency caused by a recent rash of budget and staff cuts and falling course enrollment, the authors provide new perspectives on how to address the growing need for providing quality, effective higher education.The book is divided into six sections: Section I, Past, Present, and Future of SoTL: provides an overview of the scholarship of teaching and learning Section II, Assessment and Faculty Development: presents tested methods for assessing both student learning and the impact of faculty development Section III, Curriculum Design and Evaluation: describes different tools for redesigning curriculum and improving student learning Section IV, Faculty Development Tools: presents models for enhancing current methods of faculty development Section V, Student Learning and Faculty Development: focuses on helping faculty work with students to enhance and improve their learning Section VI, Faculty Development with Part-Time Instructors: includes ideas for integrating adjunct faculty and graduate students into the life of an institutionThis book makes sense of how the changing climate in higher education is affecting how, when, and in what circumstances American students are learning. It offers an essential resource for improvement in higher education to faculty and instructional development staff, department chairs, deans, student services staff, chief academic officers, and educational consultants.

Author Biography

CATHERINE M. WEHLBURG is Director, Center for teaching Excellence, Texas Christian University.

SANDRA CHADWICK-BLOSSEY is Director, Christian A. Johnson Institute for Effective Teaching, Rollins College.

Table of Contents

Preface

Introduction

Faculty Development and Its Role in Institutional and National Crisis

September 11, 2001, as a Teachable Moment

The Day After: Faculty Behavior in Post-September 11, 2001, Classes

Internationalizing American Higher Education: A Call to Thought and Action

faculty Focus in faculty Development

The Knowledge Survey: A Tool for All Reasons

Establishing a Teaching Academy: Cultivation of Teaching at a researchUniversity campus

Using Cooperative Games for Faculty development

Proven faculty Development Tools that Foster the Schlorship of Teaching in Faculty Learning Commenities

Assessing and Reinvigorating a teaching Assistant Support Program: The Intersections of Institutional, regional, and national Needs for Preparing Future Faculty

Transforming Instructional Development: Online Workshops for faculty

Student-Centered faculty development

Accommodating Students with Disabilities: Professional development Needs of faculty

Integrity in Learner-Centered teaching

Something More: Moments of Meeting and the Teacher-Learner Relationship

Undergraduate Students as Collaborators in Building Student Learning Communities

Improving Teaching and Learning: Students' Perspectives

Philosophical Issues in Faculty Development

The Essential Role of Faculty Development in New Higher Education Models

Are They Really teachers? Problem-Based Learning and Information Professionals

Embracing a Philosophy of Lifelong Learning in Higher Education: Starting with faculty Beliefs about Their Role as Educators

A Matrix for reconsidering, Reassessing, and Shaping E-Learning Pedagogy and Curriculum

Bibliography

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