To Improve the Academy: Resources for Faculty, Instructional, and Organizational Development: 146 (JB – Anker)
Author(s): James E. Groccia
Publisher: Jossey-Bass
Publication Date: 3 Oct. 2012
Edition: Volume 31
Language: English
Print length: 400 pages
ISBN-10: 9781118257814
ISBN-13: 1118257812
Book Description
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:
Professional development for geographically dispersed faculty
Implementing a learning consortium for communication and change
Faculty engagement in program-level outcomes assessment
What educational developers need to know about faculty-artists
Exploring the spiritual roots of midcareer faculty
Raising funds from faculty for faculty development centers
Mentoring in higher education
Tough-love consulting in order to effect change
Research on the impact of educational development
Examining effective faculty practice
Insights on millennial students
Contemplative pedagogy of teaching and learning centers
Faculty and student perspectives on course evaluation terminology
Questions about student ratings
Small-group individual diagnosis to improve online instruction
Supporting international faculty
Complex ecologies of diversity, identity, teaching, and learning
Organizational strategies for fostering faculty racial inclusion
The truth about students’ capacity for multitasking
Tweeting: the 2011 POD HBCUFDN Conference Twitter backchannel
Designing active learning with flexible technology
Editorial Reviews
From the Inside Flap
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:
Professional development for geographically dispersed faculty
Implementing a learning consortium for communication and change
Faculty engagement in program-level outcomes assessment
What educational developers need to know about faculty-artists
Exploring the spiritual roots of midcareer faculty
Raising funds from faculty for faculty development centers
Mentoring in higher education
Tough-love consulting in order to effect change
Research on the impact of educational development
Examining effective faculty practice
Insights on millennial students
Contemplative pedagogy of teaching and learning centers
Faculty and student perspectives on course evaluation terminology
Questions about student ratings
Small-group individual diagnosis to improve online instruction
Supporting international faculty
Complex ecologies of diversity, identity, teaching, and learning
Organizational strategies for fostering faculty racial inclusion
The truth about students’ capacity for multitasking
Tweeting: the 2011 POD HBCUFDN Conference Twitter backchannel
Designing active learning with flexible technology
From the Back Cover
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:
Professional development for geographically dispersed faculty
Implementing a learning consortium for communication and change
Faculty engagement in program-level outcomes assessment
What educational developers need to know about faculty-artists
Exploring the spiritual roots of midcareer faculty
Raising funds from faculty for faculty development centers
Mentoring in higher education
Tough-love consulting in order to effect change
Research on the impact of educational development
Examining effective faculty practice
Insights on millennial students
Contemplative pedagogy of teaching and learning centers
Faculty and student perspectives on course evaluation terminology
Questions about student ratings
Small-group individual diagnosis to improve online instruction
Supporting international faculty
Complex ecologies of diversity, identity, teaching, and learning
Organizational strategies for fostering faculty racial inclusion
The truth about students’ capacity for multitasking
Tweeting: the 2011 POD HBCUFDN Conference Twitter backchannel
Designing active learning with flexible technology
About the Author
THE EDITORS James E. Groccia, former president of POD, is director of the Biggio Center for the Enhancement of Teaching and Learning and associate professor of higher education at Auburn University.
Laura Cruz is director of the Coulter Faculty Commons and associate professor of history at Western Carolina University.
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