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Scholarship
March 29, 2017
The Breadth of Current Faculty Development: Practitioners’ Perspectives: Teaching and Learning
- Author
- McKee, C. William; Johnson, Mitzy; Ritchie, William F.; and Tew, W. Mark, eds.
- Publisher
- Jossey-Bass, San Francisco, CA (New Directions for Teaching and Learning, Number 133)
- ISBN
- 9781118641545
- Table of Contents
-
Editor's Notes
ch. 1 Setting the Stage for Teaching and Learning in American Higher Education: Making the Case for Faculty Development - This chapter identifies five major shifts in American higher education that are reshaping the necessity of effective, ongoing professional development of the faculty. (C. William McKee, W. Mark Tew)
ch. 2 Professional Development of the Faculty: Past and Present - This chapter reviews the unique contribution of three different faculty development research projects and identifies common themes with which educators have struggled over the past four decades. (C. William, Mitzy Johnson, William F. Ritchie, W. Mark Tew)
ch. 3 Cocreating Value in Teaching and Learning Centers - This chapter presents the history of teaching and learning centers, a snapshot of current practices at leading teaching and learning centers, and the contributions expected in the field of faculty development associated with the ongoing growth of teaching and learning centers. (DAvid W. Schumann, John Peters, taimi Olsen)
ch. 4 Creating a Culture of Appreciation for Faculty Development - This chapter presents views of a current trustee, a president, and financial officer regarding the importance of nonacademic support for cultivating a campus-wide culture of faculty development. (James P. Honan, Andrew Westmorelan, W. Mark Tew)
ch. 5 Innovative Ways of Assessing Faculty Development - Given the increased scrutiny of higher education and the general public’s desire for accountability, this chapter address how and why colleges and universities must enhance their ability to assess all their activities, including the professional development of the faculty. (L. Dee Fink)
ch. 6 Virtual Space (E-Learning) Faculty Development - This chapter explores the necessity of achieving professional development of the faculty who are working in a different instructional delivery environment and presents solutions adopted in the Mississippi Community College system. (Christian D. Pruett, Terry Pollard)
ch. 7 Clarifying the Differences between Training, Development, and Enrichment: The Role of Institutional Belief Constructs in Creating the Purpose of Faculty Learning Initiatives - In this chapter the contributors discuss the difference between procedural orientation and true development of a faculty member as an educational professional. ( Christopher Stabile, William F. Ritchie)
ch. 8 The Future of Faculty Development: Where Are We Going? - Written by foremost researchers in the field of professional development of the faculty, this chapter prognosticates what is ahead for higher education. (Ann E. Austin, Mary Deane Sorcinelli)
Index
With pedagogical philosophy and practice changing significantly, faculty development has become much more important.
Each chapter in this volume identifies particular areas of opportunity, and although the authors recognize that not every initiative suggested can be implemented by all institutions—circumstances such as institutional mission, available resources, and governance issues will dictate that—it is their hope that every reader will be able to glean details that might provide a spark or fan a flame on campus. As educators themselves, McKee, Johnson, Ritchie, and Tew invite you to consider the challenges, explore the possibilities, and join them on the journey.
This is the 133rd volume of this Jossey-Bass higher education series. New Directions for Teaching and Learning offers a comprehensive range of ideas and techniques for improving college teaching based on the experience of seasoned instructors and the latest findings of educational and psychological researchers. (From the Publisher)
Each chapter in this volume identifies particular areas of opportunity, and although the authors recognize that not every initiative suggested can be implemented by all institutions—circumstances such as institutional mission, available resources, and governance issues will dictate that—it is their hope that every reader will be able to glean details that might provide a spark or fan a flame on campus. As educators themselves, McKee, Johnson, Ritchie, and Tew invite you to consider the challenges, explore the possibilities, and join them on the journey.
This is the 133rd volume of this Jossey-Bass higher education series. New Directions for Teaching and Learning offers a comprehensive range of ideas and techniques for improving college teaching based on the experience of seasoned instructors and the latest findings of educational and psychological researchers. (From the Publisher)