To Improve the Academy: Resources for Faculty, Instructional, and Organizational Development / Edition 1

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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.
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Product Details

  • ISBN-13: 9780470373989
  • Publisher: Wiley
  • Publication date: 10/20/2008
  • Series: JB - Anker Series
  • Edition description: New Edition
  • Edition number: 1
  • Pages: 512
  • Product dimensions: 5.90 (w) x 8.90 (h) x 1.40 (d)

Meet the Author

Linda B. Nilson is founding director of the Offi ce ofTeaching Effectiveness and Innovation at Clemson University. She isauthor of Teaching at Its Best: A Research - Based Resource forCollege 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 ofVolumes 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 thirdedition of Teaching at Its Best. In addition, Dr. Nilson haspublished many articles and book chapters and has presentedconference sessions and faculty workshops both nationally andinternationally on dozens of topics related to teachingeffectiveness, assessment, scholarly productivity, and academiccareer matters. Before coming to Clemson, she directed teachingcenters at Vanderbilt University and the University of California,Riverside, and was a sociology professor at UCLA. Dr. Nilson hasheld leadership positions in the Society for the Study of SocialProblems, Toastmasters International, Mensa, and the SouthernRegional Faculty and Instructional Development Consortium. She maycontacted be at

Judith E. Miller is executive director of assessment atthe University of North Florida in Jacksonville. A former biologyfaculty member, her current teaching includes courses in collegeteaching for graduate students. In 1998 she received theOutstanding Undergraduate Science Teacher award from the Societyfor College Science Teachers; in 2002 she was named theMassachusetts CASE Professor of the Year by the Carnegie Foundationfor the Advancement of Teaching; and in 2004 she won the WorcesterPolytechnic 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 andcooperative learning, learning outcomes assessment, team teaching,and educational productivity.
She may be contacted at .

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Table of Contents

About the Authors xv

Preface xxix

Acknowledgments xxxv

Ethical Guidelines for Educational Developers xxxvii

Section I For and About Educational Developers 1

1 Editor's Introduction: The Educational Developer as Magician Linda B. Nilson 3

2 Experiential Lessons in the Practice of Faculty Development Ed Neal Iola Peed-Neal 14

3 Maturation of Organizational Development in Higher Education: Using Cultural Analysis to Facilitate Change Gail F. Latta 32

4 Ten Ways to Use a Relational Database at a Faculty Development Center A. Jane Birch Tara Gray 72

5 Magicians of the Golden State: The CSU Center Director Disappearing Acts Cynthia Desrochers 88

Section II Helping Faculty Thrive 109

6 Practical Tools to Help Faculty Use Learner-Centered Approaches Phyllis Blumberg 111

7 Romancing the Muse: Faculty Writing Institutes as Professional Development Elizabeth Ambos Mark Wiley Terre H. Allen 135

8 Leadership for Learning: A New Faculty Development Model Jane V. Nelson Audrey M. Kleinsasser 150

9 Searching for Meaning on College Campuses: Creating Programs to Nurture the Spirit Donna M. Qualters Beverly Dolinsky Michael Woodnick 166

Section III One-on-One with Faculty 181

10 Defeating the Developer's Dilemma: An Online Tool for Individual Consultations Michele DiPietro Susan A. Ambrose Michael Bridges Anne Fay Marsha C. Lovett Marie Kamala Norman 183

11 Lessons Learned from Developing a Learning-Focused Classroom Observation Form Steven K. Jones Kenneth S. Sagendorf D. Brent Morris David W. Stockburger Evelyn T. Patterson 199

12 Reported Long-Term Value and Effects of Teaching Center Consultations Wayne Jacobson Donald H. Wulff StacyGrooters Phillip M. Edwards Karen Freisem 223

Section IV Educational Development by Institutional Type 247

13 Promoting the Scholarship of Teaching and Learning at Community Colleges: Insights from Two Learning Communities Stanford T. Goto Andrei Cerqueira Davis 249

14 Starting and Sustaining Successful Faculty Development Programs at Small Colleges Michael Reder Kim M. Mooney Richard A. Holmgren Paul J. Kuerbis 267

15 Essential Faculty Development Programs for Teaching and Learning Centers in Research-Extensive Universities Larissa Pchenitchnaia Bryan R. Cole 287

Section V Faculty Evaluation 309

16 Establishing External, Blind Peer Review of Scholarship of Teaching and Learning Within the Disciplines Cheryl A. Stevens Erik Rosegard 311

17 Learning-Centered Evaluation of Teaching Trav D. Johnson 332

Section VI For the Next Generation 349

18 Meeting New Faculty at the Intersection: Personal and Professional Support Points the Way Ann Riley 351

19 When Mentoring Is the Medium: Lessons Learned from a Faculty Development Initiative Jung H. Yun Mary Deane Sorcinelli 365

20 Preparing Advocates for Faculty Development: Expanding the Meaning of "Growing Our Own" Deborah S. Meizlish Mary C. Wright 385

21 Teaching Learning Processes-to Students and Teachers Pamela E. Barnett Linda C. Hodges 401

Bibliography 425

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