An annual publication of the Professional and Organizational Development (POD) Network in Higher Education, 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
An annual publication of the Professional and Organizational Development (POD) Network in Higher Education, 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
MATHEW KAPLAN is an Instructional consultant, Center for research on Learning and teaching, University of Michigan. DEVORAH LIEBMAN is Director of teaching and learning, Center for Academic Excellence, Portland State University.
Inhaltsangabe
Preface.
Introduction.
Section I: Organizational Change in the Academy and in POD.
1. Diversity and its discontents.
2. The challenge and test of our values.
3. POD as a multicultural organization.
4. The scholarship of teaching and learning.
5. QILT: An approach to faculty development and institutionalself-improvement.
6. Finding key faculty to influence change.
Section II. Collaboration and Partnerships.
7. Student collaboration in faculty development.
8. Transforming introductory psychology.
9. TEACHnology: Linking teaching and technology in facultydevelopment.
10. Writing-across-the-curriculum as a site for newcollaborations.
11. Faculty teaching partners and associates.
12. Creating a culture of formative assessment.
Section III. Examining Assumptions About Teaching and FacultyDevelopment.
13. Fragmentation vs. integration of faculty work.
14. Getting lecturers to take discussion seriously.
15. Faculty development in a program for first-yearstudents.
16. The influence of disciplinary differences onconsultations with faculty.
17. Faculty development centers in researchuniversities.
Section I: Organizational Change in the Academy and in POD.
1. Diversity and its discontents.
2. The challenge and test of our values.
3. POD as a multicultural organization.
4. The scholarship of teaching and learning.
5. QILT: An approach to faculty development and institutionalself-improvement.
6. Finding key faculty to influence change.
Section II. Collaboration and Partnerships.
7. Student collaboration in faculty development.
8. Transforming introductory psychology.
9. TEACHnology: Linking teaching and technology in facultydevelopment.
10. Writing-across-the-curriculum as a site for newcollaborations.
11. Faculty teaching partners and associates.
12. Creating a culture of formative assessment.
Section III. Examining Assumptions About Teaching and FacultyDevelopment.
13. Fragmentation vs. integration of faculty work.
14. Getting lecturers to take discussion seriously.
15. Faculty development in a program for first-yearstudents.
16. The influence of disciplinary differences onconsultations with faculty.
17. Faculty development centers in researchuniversities.
Rezensionen
"A smart mix of big-picture themes, national developments, andlocal programs." -- Pat Hutchings, Senior Scholar, Carnegie Foundationfor the Advancement of Teaching
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