To Improve the Academy Vol. 24 : Resources for Faculty, Instructional, and Organizational Development

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  • Edition: 1st
  • Format: Paperback
  • Copyright: 2005-09-15
  • Publisher: Jossey-Bass
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An annual publication of the Professional and Organizational Development (POD) Network in Higher Education, volume 24 of To Improve the Academy is a selection of articles on faculty development that collectively serve as a resource for academic administrators, faculty developers, full- and part-time faculty, instructional technologists, educational consultants, and institutional researchers. The authors describe their work toward institutional change in order to explore successful practices in faculty development that readers might adapt for use in their own institutions.To Improve the Academy, Volume 24, provides examples and advice designed to help readers become engaged members of their institutions and communities, as well as effective teachers who regard student learning as central to their work. The book includes essays on topics such as Culture, creativity, and communication in the academy Surviving marketplace forces on higher educational The demand for heterogeneity in college teaching A theory-based integrative model for learning and motivation Tailoring faculty development programs to faculty career stages Promoting community and professional growth for diverse faculty Creating engaged departments Faculty-centered program development and eManagement Helping faculty teach better through sequenced activities Learning communities for first-year facultyThis book provides guidance for professionals who have an interest in promoting excellence in teaching and learning through faculty and organizational development.

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 Nine years at Rollins, she was director of the learning Assistance Program at Wake Forest University.

DOUGLAS REIMONDO ROBERTSON is assistant provost for professional development programs and professor of educational leaderships at Northern Kentucky University. He has helped to start or reorganize four university professional development centers (Portland State University, University of Nevada Las Vegas, Eastern Kentucky University, and Northern Kentucky University). He chairs the faculty Development Work Group for the Commonwealth of Kentucky's Council for Postsecondary Education. He is a Fullbright Senior Specialist and a frequent consultant and speaker at college and universities. His most recent book is Making Time, Making Change: Avoiding Overload in College Teaching (New Forums Press, 2003).

Table of Contents

About the Authors.
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
Table of Contents provided by Publisher. All Rights Reserved.

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