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

by Chadwick-Blossey, Sandra; Robertson, Douglas Reimondo

• ISBN13: 9781882982769
• ISBN10: 1882982762
• Edition: 1st
• Format: Paperback
• Copyright: 2004-09-15
• Publisher: Jossey-Bass

Summary

An annual publication of the Professional and Organizational Development (POD) Network in Higher Education, volume 23 of To Improve the Academy is a collection of articles that explore the emerging climate of change is providing a backdrop for the concerns and constituents of higher education. In particular, the authors focus on promoting excellence in teaching and learning through faculty renewal.To Improve the Academy, Volume 23, describes the ways in which faculty development is changing and offers insight on how to manage these changes. It is divided into three sections Section I, Faculty Development in a Climate of Change: addresses the environment for scholarship and learning, how to lead change in the culture of assessment, and explains the role of teaching and learning centers Section II, Quality of Work Life for Faculty and Faculty Developers: investigates strategies for creating vital and equitable work environments for faculty Section III, Best Practices for Faculty Development: explores various approaches to faculty development, including the use of data, cultivating community, service-learning, and integrating junior faculty, graduate students, and part-time faculty into the institutionThis book 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

SANDRA CHADWICK-BLOSSEY is director of the Christian A. Johnson Institute for Effective Teaching at Rollins College. She teaches undergraduate and graduate courses in organization development and learning organizations. Prior to her eight years at Rollins, she was director of the learning Assistance Program at Wake Forest University.

DOUGLAS REIMONDO ROBERTSON is professor and director of the Teaching and Learning Center at Eastern Kentucky University (EKU). He has helped to start three university faculty development center (Portland State University, University of Nevada-Las Vegas [UNLV], and Eastern Kentucky University), and has served as founding director at two (UNLV and EKU). His most recent book is Making Time, Making Change: Avoiding Overload in College Teaching (New Forums Press, 2003).

Table of Contents

About the Authors.

Preface.

Introduction.

An Adventure on POD’s High Cs: Culture, Creativity, and Communication in the Academy: A Humanist Perspective

Reflections and Propositions.

Monster at the Foot of the Bed: Surviving the Challenge of Marketplace Forces on Higher education

The Advantages of a Reciprocal relationaship Between Faculty Development and Organizational Development in Higher Education

A Different Way to Approach the Future: Using Chaos Theory to Improve Planning

The New demand for Heterogeneity in College teaching

Not Making or Shaping: Finding Authenticity in Faculty development

A Theory-Based Integrative model for Learning and Motivation in Higher Education

Perceptions of faculty Developers About the Present and Future development at Historically Black Colleges and Universities (Phyllis Worthy

Preparing Faculty for Pedaogical Change: Helping Faculty Deal With Fear

Innovations and Outcomes.10. Tailoring Faculty development Programs to Faculty Career Stages

Creating Engaged Departments: A Program for Organizational and Faculty development

Promoting Intellectual Community and Professional Growth  for a Diverse Faculty

Building It for Them: Faculty-Centered Program Development and eManagement

An Electronic Advice Column to Foster Teaching Culture Change

Helping Faculty Learn to teach: Transforming the TA Orientation

Practicing What We Preach: Transforming the TA Orientation

Exploring the Application of Best Practices to TA Awards: One University’s Approach

Expeditionary Learning: A Low-Risk, Low-Cost, High-Impact Professional Development Model

Learning Communities for First-Year Faculty: Transition, Acculturation, and Transformation

Faculty Competency by Design: A Model for Institutional Transformation

Bibliography.

Table of Contents provided by Publisher. All Rights Reserved.