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To Improve the Academy
Resources for Faculty, Instructional, and Organizational Development
James E. Groccia (Edited by), JE Groccia (Author), Laura Cruz (Associate editor)
9781118257814, Wiley
Paperback / softback, published 18 October 2012
400 pages
22.7 x 15.2 x 2.8 cm, 0.493 kg
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:
About the Authors xiii Preface xxix Acknowledgments xxxv Ethical Guidelines for Educational Developers xxxvii Broadening Our Scope 1. Professional Development for Geographically 2 Implementing a University Learning Consortium for Shared Communication and Proactive Campus Change 21 3 Faculty Engagement in Program-Level Outcomes PART TWO Reaching Out to New Audiences 4 What Educational Developers Need to Know About Faculty-Artists in the Academy 55 5 An Exploration of the Spiritual Roots of the Midcareer Faculty Experience 69 6 The Donors Next Door: Raising Funds from Faculty for Faculty Development Centers 85 PART THREE Building Effective Relationships 7 The Gentle Art of Mentoring in Higher Education: Facilitating Success in the Academic World 103 8 Tough-Love Consulting: Using a Provocative Consultation Style to Effect Change 115 9 Researching the Impact of Educational Development: Basis for Informed Practice 129 PART FOUR Practicing Innovative Teaching and Learning 10 Examining Effective Faculty Practice: Teaching Clarity and Student Engagement 149 11 Millennial Students: Insights from Generational Theory and Learning Science 161 12 Contemplative Pedagogy: The Special Role of Teaching and Learning Centers 177 PART FIVE Assessing Student Learning 13 A Comparison of Faculty and Student Perspectives on Course Evaluation Terminology 195 14 Time to Raise Questions About Student Ratings 213 15 Using Small Group Individual Diagnosis to Improve Online Instruction 229 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 17 Understanding Intersecting Processes: Complex Ecologies of Diversity, Identity, Teaching, and Learning 261 18 Organizational Strategies for Fostering Faculty Racial Inclusion 277 PART SEVEN Integrating Technology into Teaching, Learning, and Faculty Development 19 Please Read While Texting and Driving 295 20 Tweeting #PODHBCU: Content and Process of the 2011 POD HBCUFDN Conference Twitter Backchannel 311 21 Collaborating with Faculty to Design Active Learning with Flexible Technology 329
PART ONE
Dispersed Faculty: Emerging Trends, Organizational Challenges, and Considerations for the Future 3
Emily Donnelli-Sallee, Amber Dailey-Hebert, B. Jean Mandernach
David W. Schumann, Dorian Stiefel, Michelle Corvette, Chutney W. Guyton
Assessment: A Learning Process 37
Elizabeth L. Evans
Natasha Haugnes, Hoag Holmgren, Martin Springborg
Virginia S. Lee, Dorothe J. Bach, Richard N. Muthiah
Genevieve G. Shaker, Megan M. Palmer
Nancy H. Barry
Allison P. Boye, Suzanne Tapp
Nancy Van Note Chism, Matthew Holley, Cameron J. Harris
Allison BrckaLorenz, Tony Ribera, Jillian Kinzie, Eddie R. Cole
Michele DiPietro
Daniel Barbezat, Allison Pingree
Carol Lauer
Linda B. Nilson
Jennifer H. Herman, Melissa Langridge
Cuiting Li, Sterling K. Wall, Marty Loy, Kelly Schoonaert
Kristen A. Renn
Dannielle Joy Davis, Edward J. Brantmeier, Roben Torosyan, Hyacinth E. Findlay
C. Edward Watson, Krista P. Terry, Peter E. Doolittle
Mary C. Wright, Rachel K. Niemer, Derek Bruff, Katherine Valle
Beth A. Fisher, Kathryn G. Miller, William E. Buhro, Deborah J. Frank, Regina F. Frey
Subject Areas: Education [JN]
