To Improve the Academy
Resources for Faculty, Instructional, and Organizational Development
Published on 18. October 2012
Book
Paperback/Softback
400 pages
978-1-118-25781-4 (ISBN)
Description
An annual publication of the Professional and Organizational Development Network in Higher Education (POD), To Improve the Academy offers a resource for improvement in higher education to faculty and instructional development staff, department chairs, faculty, deans, student services staff, chief academic officers, and educational consultants.
Contents include:
Professional development for geographically dispersed faculty
Implementing a learning consortium for communication and change
Faculty engagement in program-level outcomes assessment
What educational developers need to know about faculty-artists
Exploring the spiritual roots of midcareer faculty
Raising funds from faculty for faculty development centers
Mentoring in higher education
Tough-love consulting in order to effect change
Research on the impact of educational development
Examining effective faculty practice
Insights on millennial students
Contemplative pedagogy of teaching and learning centers
Faculty and student perspectives on course evaluation terminology
Questions about student ratings
Small-group individual diagnosis to improve online instruction
Supporting international faculty
Complex ecologies of diversity, identity, teaching, and learning
Organizational strategies for fostering faculty racial inclusion
The truth about students' capacity for multitasking
Tweeting: the 2011 POD HBCUFDN Conference Twitter backchannel
Designing active learning with flexible technology
Contents include:
Professional development for geographically dispersed faculty
Implementing a learning consortium for communication and change
Faculty engagement in program-level outcomes assessment
What educational developers need to know about faculty-artists
Exploring the spiritual roots of midcareer faculty
Raising funds from faculty for faculty development centers
Mentoring in higher education
Tough-love consulting in order to effect change
Research on the impact of educational development
Examining effective faculty practice
Insights on millennial students
Contemplative pedagogy of teaching and learning centers
Faculty and student perspectives on course evaluation terminology
Questions about student ratings
Small-group individual diagnosis to improve online instruction
Supporting international faculty
Complex ecologies of diversity, identity, teaching, and learning
Organizational strategies for fostering faculty racial inclusion
The truth about students' capacity for multitasking
Tweeting: the 2011 POD HBCUFDN Conference Twitter backchannel
Designing active learning with flexible technology
More details
Series
Edition
Volume 31
Language
English
Place of publication
New York
United States
Publishing group
John Wiley & Sons Inc
Target group
Professional and scholarly
Product notice
Paperback (trade)
Unsewn / adhesive bound
Dimensions
Height: 229 mm
Width: 152 mm
Thickness: 21 mm
Weight
577 gr
ISBN-13
978-1-118-25781-4 (9781118257814)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
Additional editions
James E. Groccia | Laura Cruz
To Improve the Academy
Resources for Faculty, Instructional, and Organizational Development
E-Book
08/2012
1st Edition
Jossey-Bass
€32.99
Available for download
James E. Groccia | Laura Cruz
To Improve the Academy
Resources for Faculty, Instructional, and Organizational Development, Volume 31
E-Book
08/2012
Jossey-Bass
€32.99
Available for download
Persons
THE EDITORS
James E. Groccia, former president of POD, is director of the Biggio Center for the Enhancement of Teaching and Learning and associate professor of higher education at Auburn University.
Laura Cruz is director of the Coulter Faculty Commons and associate professor of history at Western Carolina University.
James E. Groccia, former president of POD, is director of the Biggio Center for the Enhancement of Teaching and Learning and associate professor of higher education at Auburn University.
Laura Cruz is director of the Coulter Faculty Commons and associate professor of history at Western Carolina University.
Content
About the Authors xiii
Preface xxix
Acknowledgments xxxv
Ethical Guidelines for Educational Developers xxxvii
PART ONE
Broadening Our Scope
1. Professional Development for Geographically
Dispersed Faculty: Emerging Trends, Organizational Challenges, and Considerations for the Future 3
Emily Donnelli-Sallee, Amber Dailey-Hebert, B. Jean Mandernach
2 Implementing a University Learning Consortium for Shared Communication and Proactive Campus Change 21
David W. Schumann, Dorian Stiefel, Michelle Corvette, Chutney W. Guyton
3 Faculty Engagement in Program-Level Outcomes
Assessment: A Learning Process 37
Elizabeth L. Evans
PART TWO
Reaching Out to New Audiences
4 What Educational Developers Need to Know About Faculty-Artists in the Academy 55
Natasha Haugnes, Hoag Holmgren, Martin Springborg
5 An Exploration of the Spiritual Roots of the Midcareer Faculty Experience 69
Virginia S. Lee, Dorothe J. Bach, Richard N. Muthiah
6 The Donors Next Door: Raising Funds from Faculty for Faculty Development Centers 85
Genevieve G. Shaker, Megan M. Palmer
PART THREE
Building Effective Relationships
7 The Gentle Art of Mentoring in Higher Education: Facilitating Success in the Academic World 103
Nancy H. Barry
8 Tough-Love Consulting: Using a Provocative Consultation Style to Effect Change 115
Allison P. Boye, Suzanne Tapp
9 Researching the Impact of Educational Development: Basis for Informed Practice 129
Nancy Van Note Chism, Matthew Holley, Cameron J. Harris
PART FOUR
Practicing Innovative Teaching and Learning
10 Examining Effective Faculty Practice: Teaching Clarity and Student Engagement 149
Allison BrckaLorenz, Tony Ribera, Jillian Kinzie, Eddie R. Cole
11 Millennial Students: Insights from Generational Theory and Learning Science 161
Michele DiPietro
12 Contemplative Pedagogy: The Special Role of Teaching and Learning Centers 177
Daniel Barbezat, Allison Pingree
PART FIVE
Assessing Student Learning
13 A Comparison of Faculty and Student Perspectives on Course Evaluation Terminology 195
Carol Lauer
14 Time to Raise Questions About Student Ratings 213
Linda B. Nilson
15 Using Small Group Individual Diagnosis to Improve Online Instruction 229
Jennifer H. Herman, Melissa Langridge
PART SIX
Setting a Context for Promoting Diversity
16. Supporting International Faculty: Perspectives of a Tiger Teacher Who Adapted to the American Classroom, a Colleague, and an Administrator 247
Cuiting Li, Sterling K. Wall, Marty Loy, Kelly Schoonaert
17 Understanding Intersecting Processes: Complex Ecologies of Diversity, Identity, Teaching, and Learning 261
Kristen A. Renn
18 Organizational Strategies for Fostering Faculty Racial Inclusion 277
Dannielle Joy Davis, Edward J. Brantmeier, Roben Torosyan, Hyacinth E. Findlay
PART SEVEN
Integrating Technology into Teaching, Learning, and Faculty Development
19 Please Read While Texting and Driving 295
C. Edward Watson, Krista P. Terry, Peter E. Doolittle
20 Tweeting #PODHBCU: Content and Process of the 2011 POD HBCUFDN Conference Twitter Backchannel 311
Mary C. Wright, Rachel K. Niemer, Derek Bruff, Katherine Valle
21 Collaborating with Faculty to Design Active Learning with Flexible Technology 329
Beth A. Fisher, Kathryn G. Miller, William E. Buhro, Deborah J. Frank, Regina F. Frey
Preface xxix
Acknowledgments xxxv
Ethical Guidelines for Educational Developers xxxvii
PART ONE
Broadening Our Scope
1. Professional Development for Geographically
Dispersed Faculty: Emerging Trends, Organizational Challenges, and Considerations for the Future 3
Emily Donnelli-Sallee, Amber Dailey-Hebert, B. Jean Mandernach
2 Implementing a University Learning Consortium for Shared Communication and Proactive Campus Change 21
David W. Schumann, Dorian Stiefel, Michelle Corvette, Chutney W. Guyton
3 Faculty Engagement in Program-Level Outcomes
Assessment: A Learning Process 37
Elizabeth L. Evans
PART TWO
Reaching Out to New Audiences
4 What Educational Developers Need to Know About Faculty-Artists in the Academy 55
Natasha Haugnes, Hoag Holmgren, Martin Springborg
5 An Exploration of the Spiritual Roots of the Midcareer Faculty Experience 69
Virginia S. Lee, Dorothe J. Bach, Richard N. Muthiah
6 The Donors Next Door: Raising Funds from Faculty for Faculty Development Centers 85
Genevieve G. Shaker, Megan M. Palmer
PART THREE
Building Effective Relationships
7 The Gentle Art of Mentoring in Higher Education: Facilitating Success in the Academic World 103
Nancy H. Barry
8 Tough-Love Consulting: Using a Provocative Consultation Style to Effect Change 115
Allison P. Boye, Suzanne Tapp
9 Researching the Impact of Educational Development: Basis for Informed Practice 129
Nancy Van Note Chism, Matthew Holley, Cameron J. Harris
PART FOUR
Practicing Innovative Teaching and Learning
10 Examining Effective Faculty Practice: Teaching Clarity and Student Engagement 149
Allison BrckaLorenz, Tony Ribera, Jillian Kinzie, Eddie R. Cole
11 Millennial Students: Insights from Generational Theory and Learning Science 161
Michele DiPietro
12 Contemplative Pedagogy: The Special Role of Teaching and Learning Centers 177
Daniel Barbezat, Allison Pingree
PART FIVE
Assessing Student Learning
13 A Comparison of Faculty and Student Perspectives on Course Evaluation Terminology 195
Carol Lauer
14 Time to Raise Questions About Student Ratings 213
Linda B. Nilson
15 Using Small Group Individual Diagnosis to Improve Online Instruction 229
Jennifer H. Herman, Melissa Langridge
PART SIX
Setting a Context for Promoting Diversity
16. Supporting International Faculty: Perspectives of a Tiger Teacher Who Adapted to the American Classroom, a Colleague, and an Administrator 247
Cuiting Li, Sterling K. Wall, Marty Loy, Kelly Schoonaert
17 Understanding Intersecting Processes: Complex Ecologies of Diversity, Identity, Teaching, and Learning 261
Kristen A. Renn
18 Organizational Strategies for Fostering Faculty Racial Inclusion 277
Dannielle Joy Davis, Edward J. Brantmeier, Roben Torosyan, Hyacinth E. Findlay
PART SEVEN
Integrating Technology into Teaching, Learning, and Faculty Development
19 Please Read While Texting and Driving 295
C. Edward Watson, Krista P. Terry, Peter E. Doolittle
20 Tweeting #PODHBCU: Content and Process of the 2011 POD HBCUFDN Conference Twitter Backchannel 311
Mary C. Wright, Rachel K. Niemer, Derek Bruff, Katherine Valle
21 Collaborating with Faculty to Design Active Learning with Flexible Technology 329
Beth A. Fisher, Kathryn G. Miller, William E. Buhro, Deborah J. Frank, Regina F. Frey