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Informationen zum Autor SANDRA CHADWICK-BLOSSEY is director of the Christian A. Johnson Institute for Effective Teaching at Rollins College. She teaches undergraduate and graduate courses in organization development and learning organizations. Prior to her eight years at Rollins, she was director of the learning Assistance Program at Wake Forest University. DOUGLAS REIMONDO ROBERTSON is professor and director of the Teaching and Learning Center at Eastern Kentucky University (EKU). He has helped to start three university faculty development center (Portland State University, University of Nevada-Las Vegas [UNLV], and Eastern Kentucky University), and has served as founding director at two (UNLV and EKU). His most recent book is Making Time, Making Change: Avoiding Overload in College Teaching (New Forums Press, 2003). 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: Transforming the environment for learning (Lion F. Gardiner, Rutgers University) The expanding role of academic support centers (Robert M. Diamond, National Academy for Academic Leadership) Creating a culture of assessment (Patricia M. Dwyer, Shepherd College) Faculty development through the eyes of SoTL scholars (Connie M. Schroeder, University of Wisconsin-Milwaukee) The roles of teaching and learning centers (Alan C. Frantz, Idaho State University; Steven A. Beebe, Texas State University-San Marcos; Virginia S. Horvath, Kent State University; JoAnn Canales, Texas A&M University-Corpus Christi; David E. Swee, University of Medicine and Dentistry of New Jersey-Robert Wood Johnson Medical School) The quality of life of faculty development professionals (Kathleen T. Brinko, Sally S. Atkins, & Marian E. Miller, Appalachian State University) Faculty strategies for creating equitable work environments (Christine M. Cress, Portland State University; Jennifer L. Hart, University of Missouri-Columbia) A program for faculty renewal (Libby Falk Jones, Berea College) An investigation of faculty vitality within the context of the community college (Cathie J. Peterson, Johnson County Community College) Course and departmental assessment results as a faculty development tool (Catherine M. Wehlburg, Texas Christian University) Creating an integrated data system for teaching centers (Kathryn M. Plank, Alan Kalish, Stephanie V. Rohdieck, & Kathleen A. Harper, The Ohio State University) Achieving a campus consensus on learning-centered teaching (Phyllis Blumberg & Justin Everett, University of the Sciences in Philadelphia) Improving teaching and learning by cultivating a community of practice (Richard A. Holmgren, Allegheny College) A faculty development program to promote engaged classroom dialogue (Kim M. Mooney, Traci Fordham, & Valerie D. Lehr, St. Lawrence University) The unwritten challenges of service-learning (Rona J. Karasik, St. Cloud State University) Junior faculty participation in curricular change (Judi Hetrick, Miami University in Oxford) Assessing the academic and professional development needs of graduate students (Laurie Bellows & Ellen Weissinger, University of Nebraska-Lincoln) Faculty development in community colleges (Mary Rose Grant, Saint Louis University) Providing for the development needs of part-time faculty (Patricia Hanrahan Valley, Embry-Riddle Aeronautical University) Promoting a sound process for teaching awards programs (Nancy Van Note Chism, Indiana University--Purdue University Indianapolis) Zusammenfassung An annual publication of the Professional and Organizational Development (POD) Network in Higher Education! volume 23 of To Improve the Academy is...
