To Improve the Academy, vol. 21

The Wabash Center

Author: Wehlburg, Catherine, ed.
Publisher: To Improve the Academy 21 (Professional and Organizational Development Network, New Forums Press, Stillwater, OK 2003)
Table of Contents: Preface
Introduction

Section I: Faculty Development and Its Role in Institutional and National Crisis
ch. 1 September 11, 2001, as a Teachable Moment (Edward Zlotkowski)
ch. 2 The Day After: Faculty Behavior in Post-September 11, 2001, Classes (Michaele DiPietro)
ch. 3 Internationalizing American Higher Education: A Call to Thought and Action (Deborah deZure)

Section II: Faculty Focus in Faculty Development
ch. 4 The Knowledge Survey: A Tool for All Reasons (Edward Nuhfer and Delores Knipp)
ch. 5 Establishing a Teaching Academy: Cultivation of Teaching at a Research University Campus (Patricia Kalivoda, Josef Broder, and William K. Jackson)
ch. 6 Using Cooperative Games for Faculty Development (BarbaraJ. Millis)
ch. 7 Proven Faculty Development Tools that Foster the Scholarship of Teaching in Faculty Learning Communities (Milton D. Cox)
ch. 8 Assessing and Reinvigorating a Teaching Assistant Support Program: The Intersections of Institutional, Regional, and National Needs for Preparing Future Faculty (Kathleen S. Smith)
ch. 9 Transforming Instructional Development: Online Workshops for Faculty (Laurie Bellows and Joseph R. Danos)

Section III: Student-Centered Faculty Development
ch 10 Accommodating Students with Disabilities: Professional Development Needs of Faculty (Sheryl Burgstahler)
ch. 11 Integrity in Learner-Centered Teaching (Douglas Robertson)
ch. 12 Something More: Moments of Meeting and the Teacher-Learner Relationship (Richard G. Tiberius, John Teshima, and Alan R. Kindler)
ch. 13 Undergraduate Students as Collaborators in Building Student Learning Communities (Candyce Reynolds)
ch. 14 Improving Teaching and Learning: Students' Perspectives (X. Mara Chen, Ellen M. Lawler, and Elichia A. Venso)

Section IV: Philosophical Issues in Faculty Development
ch. 15 The Essential Role of Faculty Development in New Higher Education Models (Devorah A. Lieberman and Alan E. Guskin)
ch. 16 Are They Really Teachers? Problem-Based Learning and Information Professionals (Michael Anderson and Virginia Baldwin)
ch. 17 Embracing a Philosophy of Lifelong Learning in Higher Education: Starting with Faculty Beliefs about Their Role as Educators (Caroline Kreber)
ch. 18 A Matrix for Reconsidering: Reassessing, and Shaping E-Learning Pedagogy and Curriculum (Laura Bush, Barry Maid, and Duane Roen)

Bibliography (Catherine M. Wehlburg is Director, Center for teaching Excellence, Texas Christian University. Sandra Chadwick-Blossey is Director, Christian A. Johnson Institute for Effective Teaching, Rollins College.

Journal Issue.