"This book raises the level of discussion about the valuable role that TLCs, their directors, and faculty developers can have in transforming student learning. The book comes at a time when we have reached a crossroads in the role of the TLC and its director. No longer can the TLC be marginalized if an insititution wants to be responsive to calls for academic reforms or new strategic directions. TLCs can be the key facilitatiors that bring different stakeholders together to strategize and collaborate on an organizational level, while still fulfilling their traditional roles of supporting and developing the capacity of individual faculty members.
Coming in From the Margins should be read by faculty developers and by all leaders in higher education involved in collaborative and crossfunctional initiatives relating to student learning and institutional assessments."
Miriam L. Forlow, Director of Academic Affairs, Jersey City Campus, University of Phoenix
The Review of Higher Education
“This is a remarkable work that clarifies the gradual and important transformation in faculty development that has been under way in American high education for decades, enabling us to learn from and build on the experiences, insights, and practical advice of pathfinders in our field. Dr. Schroeder provides a solid research base to this work, augmented by models, case studies and reflective practice from many of the leaders in our field who have long understood the importance of framing their faculty development roles as agents of organizational change. Connie Schroeder and her colleagues have charted this new terrain for us, recounting their triumphs as well as their challenges. They offer us a new way of thinking about our field and its future for current and future faculty developers in the U.S. and for academic and educational developers internationally. I highly recommend this valuable and thought-provoking new resource for faculty developers and the senior academic administrators with whom they work."
Deborah DeZure, Assistant Provost for Faculty and Organizational Development, Michigan State University
"No doubt about, we have entered a new era in faculty development. As our institutions face a myriad of changes, faculty developers will increasingly need to look beyond traditional instructional development boundaries to emerging organizational development roles. The pressures put on faculty developers during this time of flux are immense. Luckily, this important new book, based on original research and state-of-the-art practice, provides a cogent range of insights into what we are all experiencing. Coming in from the Margins is an indispensable and timely addition to the field that takes a hard look at where we are right now, and provides a road map for the future."
Mary Deane Sorcinelli, Associate Provost for Faculty Development, and Professor, Educational Policy, Research and Administration, University of Massachusetts Amherst
“This important volume locates a key player – the faculty development professional – in the distributed leadership needed for institutional change. The authors provide insight into becoming involved in strategic planning, mission statement development, and collaborating with administrators. Schroeder notes the wholesale change in the identity of faculty developers, and identifies key enabling factors that alter faculty developers’ role to be more central to institutional direction setting. Comprehensive, practical, inspirational, and timely - a must have book for anyone in the profession."
Adrianna Kezar, Associate Professor, Rossier School of Education, and Associate Director, of CHEPA, University of Southern California
"This book raises the level of discussion about the valuable role that TLCs, their directors, and faculty developers can have in transforming student learning. The book comes at a time when we have reached a crossroads in the role of the TLC and its director. No longer can the TLC be marginalized if an insititution wants to be responsive to calls for academic reforms or new strategic directions. TLCs can be the key facilitatiors that bring different stakeholders together to strategize and collaborate on an organizational level, while still fulfilling their traditional roles of supporting and developing the capacity of individual faculty members.
Coming in From the Margins should be read by faculty developers and by all leaders in higher education involved in collaborative and crossfunctional initiatives relating to student learning and institutional assessments."
"No doubt about, we have entered a new era in faculty development. As our institutions face a myriad of changes, faculty developers will increasingly need to look beyond traditional instructional development boundaries to emerging organizational development roles. The pressures put on faculty developers during this time of flux are immense. Luckily, this important new book, based on original research and state-of-the-art practice, provides a cogent range of insights into what we are all experiencing. Coming in from the Margins is an indispensable and timely addition to the field that takes a hard look at where we are right now, and provides a road map for the future."
This important volume locates a key player – the faculty development professional – in the distributed leadership needed for institutional change. The authors provide insight into becoming involved in strategic planning, mission statement development, and collaborating with administrators. Schroeder notes the wholesale change in the identity of faculty developers, and identifies key enabling factors that alter faculty developers’ role to be more central to institutional direction setting. Comprehensive, practical, inspirational, and timely - a must have book for anyone in the profession."
This is a remarkable work that clarifies the gradual and important transformation in faculty development that has been under way in American high education for decades, enabling us to learn from and build on the experiences, insights, and practical advice of pathfinders in our field. Dr. Schroeder provides a solid research base to this work, augmented by models, case studies and reflective practice from many of the leaders in our field who have long understood the importance of framing their faculty development roles as agents of organizational change. Connie Schroeder and her colleagues have charted this new terrain for us, recounting their triumphs as well as their challenges. They offer us a new way of thinking about our field and its future for current and future faculty developers in the U.S. and for academic and educational developers internationally. I highly recommend this valuable and thought-provoking new resource for faculty developers and the senior academic administrators with whom they work."
