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Informationen zum Autor 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. Klappentext 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 Zusammenfassung The development of students is a fundamental purpose of higher education and requires for its success effective advising! teaching! leadership! and management. This annual volume offers examples and resources for the enrichment of all educational developers. Inhaltsverzeichnis About the Authors xiii Preface xxix Acknowledgments xxxv Ethical Guidelines for Educational Developers xxxvii PART ONE Broadening Our Scope 1. Professional Development for Geographically Dispersed Faculty: Emerging Trends, Organizational Challenges, and Considerations for the Future 3 Emily Donnelli-Sallee, Amber Dailey-Hebert, B. Jean Mandernach 2 Implementing a University Learning Consortium for Shared Communication and Proactive Campus Change 21 David W. Schumann, Dorian Stiefel, Michelle Corvette, Chutney W. Guyton 3 Faculty Engagement in Program-Level Outcomes Assessment: A Learning Process 37 Elizabeth L. Evans PART TWO Reaching Out to New Audiences 4 What Educational Developers Need to Know About Faculty-Artists in the Academy 55 Natasha Haugnes, Hoag Holmgren, Martin Springborg 5 An Exploration of the Spiritual Roots of the Midcareer Faculty Experience 69 Virginia S. Lee, Dorothe J. Bach, Richard N. Muthiah 6 The Donors Next Door: Raising Funds from Faculty for Faculty Development Centers 85 Genevieve G. Shaker, Megan M. Palmer PART THREE Building Effective Relationships 7 The Gentle Art of Mentoring in Higher Education: Facilitating Success in the Academic World 103 Nancy H. Barry 8 Tough-Love Consulting: Using a Provocative Consultation Style to Effect Change 115 Allison P. Boye, Suzanne Tapp 9 Researching the Impact of Educational Development: Basis for Informed Practice 129 Nancy Van Note Chism, Matthew Holley, Cameron J. Harris PART FOUR Practicing Innovative Teaching and Learning 10 E...
