To Improve the Academy
Resources for Faculty, Instructional, and Organizational Development
Published on 27. October 2009
Book
Paperback/Softback
432 pages
978-0-470-48434-0 (ISBN)
Description
The development of students is a fundamental purpose of higher education and requires for its success effective advising, teaching, leadership, and management. Professional and Organizational Development Network in Higher Education (POD) fosters human development in higher education through faculty, instructional, and organizational development. A smart mix of big-picture themes, national developments, and examples of effective faculty development initiatives from a variety of schools, To Improve the Academy offers examples and resources for the enrichment of all educational developers. This annual volume incorporates all the latest need-to-know information for faculty developers and administrators.
More details
Series
Edition
Volume 28
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
Illustrations
Drawings: 25 B&W, 0 Color; Tables: 50 B&W, 0 Color; Exhibits: 1 B&W, 0 Color
Dimensions
Height: 229 mm
Width: 152 mm
Thickness: 25 mm
Weight
679 gr
ISBN-13
978-0-470-48434-0 (9780470484340)
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
Persons
Linda B. Nilson is founding director of the Offi ce of Teaching Effectiveness and Innovation at Clemson University. She is author of Teaching at Its Best: A Research - Based Resource for College Instructors, now in its second edition (2003; Jossey - Bass, 2007) and The Graphic Syllabus and the Outcomes Map: Communicating Your Course (Jossey - Bass, 2007). She is co - editor of Enhancing Learning with Laptops in the Classroom (with Barbara E. Weaver, Jossey - Bass, 2005), associate editor of Volumes 25 and 26 of To Improve the Academy (with Douglas R. Robertson, 2007, 2008), and editor of Volume 27 (with Judith E. Miller, Jossey - Bass, 2009). She is currently working on the third edition of Teaching at Its Best. In addition, Dr. Nilson has published many articles and book chapters and has presented conference sessions and faculty workshops both nationally and internationally on dozens of topics related to teaching effectiveness, assessment, scholarly productivity, and academic career matters. Before coming to Clemson, she directed teaching centers at Vanderbilt University and the University of California, Riverside, and was a sociology professor at UCLA. Dr. Nilson has held leadership positions in the Society for the Study of Social Problems, Toastmasters International, Mensa, and the Southern Regional Faculty and Instructional Development Consortium. She may contacted be at nilson@clemson.edu. Judith E. Miller is executive director of assessment at the University of North Florida in Jacksonville. A former biology faculty member, her current teaching includes courses in college teaching for graduate students. In 1998 she received the Outstanding Undergraduate Science Teacher award from the Society for College Science Teachers; in 2002 she was named the Massachusetts CASE Professor of the Year by the Carnegie Foundation for the Advancement of Teaching; and in 2004 she won the Worcester Polytechnic Institute Trustees' Award for Outstanding Teaching. Dr. Miller is co - editor (with Jim Groccia and Marilyn Miller) of and (with Jim Groccia) of On Becoming a Productive University: Strategies for Reducing Costs and Increasing Quality (2005). She has published and presented extensively on active and cooperative learning, learning outcomes assessment, team teaching, and educational productivity.
She may be contacted at jmiller@unf.edu .
She may be contacted at jmiller@unf.edu .
Content
About the Authors. Preface.
Acknowledgments.
Ethical Guidelines for Educational Developers.
SECTION ONE: Improving Our Performance.
1. Developing Competency Models of Faculty Developers: Using World Cafe to Foster Dialogue (Debra Dawson, Judy Britnell, Alicia Hitchcock).
2. A Conceptual Framework for the Center: Going Beyond Setting Priorities (Sally Kuhlenschmidt, Susan Weaver, Susanne Morgan).
3. A Conceptual Framework for Higher Education Faculty Mentoring (Pamela S. Lottero-Perdue, Steve Fifield).
4. Strategic Committee Involvement: A Guide for Faculty Developers (Phyllis Blumberg).
5. A Model for Putting a Teaching Center in Context: An Informal Comparison of Teaching Centers at Larger State Universities (Wesley H. Dotson, Daniel J. Bernstein).
6. The Value of the Narrative Teaching Observation to Document Teaching Behaviors (Niki Young).
SECTION TWO: Understanding Faculty.
7. Promoting Dialogue and Action on Meta-Professional Skills, Roles, and Responsibilities (Michael Theall, Bonnie Mullinix, Raoul A. Arreola).
8. MacGyvers, Medeas, and Bionic Women: Patterns of Instructor Response to Negative Feedback (Allison P. Boye, Suzanne Tapp).
9. Conversations About Assessment and Learning: Educational Development Scholarship That Makes a Difference (Sue Fostaty Young, Susan Wilcox).
SECTION THREE: Understanding Students and Their Learning.
10. Dysfunctional Illusions of Rigor: Lessons from the Scholarship of Teaching and Learning (Craig E. Nelson).
11. Class Size: Is Less More for Signifi cant Learning? (John Zubizarreta).
12. Weaving Promising Practices for Inclusive Excellence into the Higher Education Classroom (Maria del Carmen Salazar, Amanda Stone Norton, Franklin A. Tuitt).
13. Communication Climate, Comfort, and Cold Calling: An Analysis of Discussion-Based Courses at Multiple Universities (Tasha J. Souza, Elise J. Dallimore, Eric Aoki, Brian C. Pilling).
14. Theoretical Frameworks for Academic Dishonesty: A Comparative Review (Michele DiPietro).
SECTION FOUR: Enhancing Our Programming.
15. Engaging Faculty in Conversations About Teaching Through a Research Proposal Workshop (Susanna Calkins, Denise Drane).
16. Developing and Renewing Department Chair Leadership: The Role of a Teaching Center in Administrative Training (Mary C. Wright, Constance E. Cook, Chris O'Neal).
17. Rx for Academic Medicine: Building a Comprehensive Faculty Development Program (Megan M. Palmer, Mary E. Dankoski, Randy R. Brutkiewicz, Lia S. Logio, Stephen P. Bogdewic).
18. The Case for Excellence in Diversity: Lessons from an Assessment of an Early Career Faculty Program (Dorothe J. Bach, Mary Deane Sorcinelli).
19. Access to Success: A New Mentoring Model for Women in Academia (Amber Dailey-Hebert, Emily Donnelli, B. Jean Mandernach).
20. Survivor Academe: Assessing Refl ective Practice (Laurel Johnson Black, Terry Ray, Judith Villa).
21. Transforming Teaching Cultures: Departmental Teaching Fellows as Agents of Change (Cassandra Volpe Horii).
Acknowledgments.
Ethical Guidelines for Educational Developers.
SECTION ONE: Improving Our Performance.
1. Developing Competency Models of Faculty Developers: Using World Cafe to Foster Dialogue (Debra Dawson, Judy Britnell, Alicia Hitchcock).
2. A Conceptual Framework for the Center: Going Beyond Setting Priorities (Sally Kuhlenschmidt, Susan Weaver, Susanne Morgan).
3. A Conceptual Framework for Higher Education Faculty Mentoring (Pamela S. Lottero-Perdue, Steve Fifield).
4. Strategic Committee Involvement: A Guide for Faculty Developers (Phyllis Blumberg).
5. A Model for Putting a Teaching Center in Context: An Informal Comparison of Teaching Centers at Larger State Universities (Wesley H. Dotson, Daniel J. Bernstein).
6. The Value of the Narrative Teaching Observation to Document Teaching Behaviors (Niki Young).
SECTION TWO: Understanding Faculty.
7. Promoting Dialogue and Action on Meta-Professional Skills, Roles, and Responsibilities (Michael Theall, Bonnie Mullinix, Raoul A. Arreola).
8. MacGyvers, Medeas, and Bionic Women: Patterns of Instructor Response to Negative Feedback (Allison P. Boye, Suzanne Tapp).
9. Conversations About Assessment and Learning: Educational Development Scholarship That Makes a Difference (Sue Fostaty Young, Susan Wilcox).
SECTION THREE: Understanding Students and Their Learning.
10. Dysfunctional Illusions of Rigor: Lessons from the Scholarship of Teaching and Learning (Craig E. Nelson).
11. Class Size: Is Less More for Signifi cant Learning? (John Zubizarreta).
12. Weaving Promising Practices for Inclusive Excellence into the Higher Education Classroom (Maria del Carmen Salazar, Amanda Stone Norton, Franklin A. Tuitt).
13. Communication Climate, Comfort, and Cold Calling: An Analysis of Discussion-Based Courses at Multiple Universities (Tasha J. Souza, Elise J. Dallimore, Eric Aoki, Brian C. Pilling).
14. Theoretical Frameworks for Academic Dishonesty: A Comparative Review (Michele DiPietro).
SECTION FOUR: Enhancing Our Programming.
15. Engaging Faculty in Conversations About Teaching Through a Research Proposal Workshop (Susanna Calkins, Denise Drane).
16. Developing and Renewing Department Chair Leadership: The Role of a Teaching Center in Administrative Training (Mary C. Wright, Constance E. Cook, Chris O'Neal).
17. Rx for Academic Medicine: Building a Comprehensive Faculty Development Program (Megan M. Palmer, Mary E. Dankoski, Randy R. Brutkiewicz, Lia S. Logio, Stephen P. Bogdewic).
18. The Case for Excellence in Diversity: Lessons from an Assessment of an Early Career Faculty Program (Dorothe J. Bach, Mary Deane Sorcinelli).
19. Access to Success: A New Mentoring Model for Women in Academia (Amber Dailey-Hebert, Emily Donnelli, B. Jean Mandernach).
20. Survivor Academe: Assessing Refl ective Practice (Laurel Johnson Black, Terry Ray, Judith Villa).
21. Transforming Teaching Cultures: Departmental Teaching Fellows as Agents of Change (Cassandra Volpe Horii).