To Improve the Academy Vol. 21 :... | Buy

Summary

An annual publication of the Professional and Organizational Development (POD) Network in Higher Education, the 21st volume of To Improve the Academy is a collection of articles that address the impact that professionals working in higher education have on society. Written after September 11, 2001, the book embodies a reaction of the educational community to these tragic events. Each of the contributing authors urges an awareness of the continuously changing nature of the world, and emphasizes the role that faculty development can play in connecting the work of classrooms with real life experiences, which is just as valuable today as it was after the tragedy of September 11.To Improve the Academy, Volume 21, reflects upon the current and emerging trends in practicing faculty development in higher education. The book is divided into four sections: Section I, Faculty Development and Its Role in Institutional and National Crisis: reflects upon the events of September 11 and looks toward the changing face of American higher education Section II, Faculty Focus in Faculty Development: contains chapters that focus on the needs of faculty with respect to enhanced development Section III, Student-Centered Faculty Development: discusses the role that students play in the teaching and learning process Section IV, Philosophical Issues in Faculty Development: considers the potential effect of new technologies on the future of higher educationWritten for faculty and instructional development staff, department chairs, deans, student services staff, chief academic officers, and educational consultants, this book offers a thoughtful resource for contributing to improvements in higher education.

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.

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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