The Palgrave Handbook of Academic Professional Development Centers

Herausgegeben:Neisler, Otherine Johnson

• Broschiertes Buch

Produktbeschreibung

This handbook provides a global overview of the design, implementation and assessment of academic development centers within higher education institutions. The current nature of our complex, rapidly changing world makes it imperative that colleges and universities worldwide find ways to educate their students in new and better ways: this is reflected in a change in focus from teaching and testing to maximizing student learning in line with the core mission of ADCs to ensure students achieve the best possible learning outcomes. This handbook builds on this transformation, as well as the foundational ADC structure and programming guidelines established by the Professional and Organizational Development Network, to offer a comprehensive exploration of professional development in the sector.
This handbook is global in scale and comprehensive in scope, addressing various key topics such as organizational structure and leadership, funding, and program design. It calls for professors and academics to reflect on and adapt their methods of teaching independent to their research, and provides helpful frameworks and case studies for researchers designing centers or seeking models for additional programs.

Produktdetails

• Palgrave Studies on Leadership and Learning in Teacher Education
• Verlag: Palgrave Macmillan / Springer International Publishing / Springer, Berlin
• Artikelnr. des Verlages: 978-3-030-80969-0
• 1st ed. 2023
• Seitenzahl: 760
• Erscheinungstermin: 2. Dezember 2023
• Englisch
• Abmessung: 235mm x 155mm x 41mm
• Gewicht: 1130g
• ISBN-13: 9783030809690
• ISBN-10: 3030809692
• Artikelnr.: 69302930

Autorenporträt

Otherine Johnson Neisler is the Deputy Director of the Center for Excellence in Teaching and Learning at Sultan Qaboos University, Oman. Her research interests include higher education teaching and learning with an emphasis on higher order thinking skill development and active learning; university student readiness; qualitative research design; faculty diversity; and school change.

Inhaltsangabe

Foreword by L. Dee Fink.- O. Neisler: Introduction.- Regional Academy Development Historical Perspectives: D. Chalmers, K. Fraser: Australian Academic Professional Development Centres: Sixty Years of Evolution.- F. Khouri: Perspectives on Faculty Development in Latin American Universities: The Emergence of Academic Professional Development Centers (ADC).- Y. Fan: The Past, Present and Future of Faculty Development in China Based on Multiple-Scholarship for Cultivating Creative Talents.- C. Kingsbury, M. Calvert, M. Omingo: Africa: The Evolution of Faculty Development in East Africa: A Tale of 3 Transformation Stories.- One Conceptual Model from the Field: L. B. Nilson: Imagining the Ideal Academic Professional Development Center: An Attainable, Fact-Based Vision.- Mission Differences Lead to Structural Differences: I. Novodvorsky, E. Marchello, L. Elfring: Assessment Work in an Academic Professional Development Center.- S. Sgoutas-Emch: Implementing Academic Professional Development Strategies to Support Spiritual and Values-based Enagement.- N. Mohammed Al Wardy, R. Al Al Abri: Needs Analysis Leads to Sustainability: Development of a Medical Education and Informatics Department in the College of Medicine and Health Sciences, Sultan Qaboos University.- K. S. Vitale, N. S. Niemi: Tectonic Plates of American Higher Education: Yale's Poorvu Center and a Multiplicity of Missions.- T. R. Smith, B. Macfarlan: Structural Changes Over 3 Years: Evolution of 3 Models to Support Learning and Teaching in a Large Research-intensive University.- Differences in Theoretical Foundations: H. Glasbeck: Learn Academy: A Theory-based Framework for Designing Programs to Stimulate Deep Learning.- B. Atkins, C. Ferguson, J. Oliveira, s. Stokes, S. L. Forbes: Theoretical Foundations for Online and Hybrid Faculty Development Initiatives.- A. Soisson: Mission Aligned Teaching Center Initiative: A Shift Toward Inclusive Excellence.- Differences in Center Governance and Funding: G. Mettetal, C A. Schult: At the Heart of the Campus: A Faculty-led Teaching and Learning Center.- T. Gray, L. Madson, M. Iommi: A Member-driven, Donor-supported Academic Professional Development Center: The New Mexico State University Teaching Academy.- E. R. Smith, C. A. Davis: Faculty Leadership in Academic Professional Development Centers: A Case of Three Directors.- Student Focus and/or Student Involvement as a Major Focus.- T. Lowe: The Centre for Student Engagement: A Research and Development Centres for Students, Faculty and Staff at the University of Winchester.- A. Signorini, C. A. Pohan, J. Zimmermann: Undergraduates Partner With Faculty in the Assessment of Teaching and Learning: A Program Design Model.- H. Keith, C. Fabrey, S. Eddy: A Holistic Approach to Student and Faculty Success: Careers, Advising and Teaching.- Centers Based on Partnerships and Collaboration: M. A. Parker, T. Pashby: Creating Through International Partnership: A Faculty Development Center in a Pakistan University.- T. Khamis, Z. Salim: Quality Teaching and Learning: A Networked Approach Across Pakistan and East Africa.- E. Bengü, F. N. Seggie: Using Student Research Data to Shape the Teaching and Learning Activities of a New Center in Turkey.- J. Cofer, D. Domizi, M. Smitherman, J. Bishop, R. McRae: Collaborative Faculty Development.- B. Draude, T. Brinthaupt, S. Otto: The Making of the Learning, Teaching, and Innovative Technologies Center: Building upon an Internal Partnership Foundation.- Strategies for Building Community: L. C. Hodges, P. McDermott: Building Community from Faculty Development to Pedagogical Innovation and Beyond.- J. Keys, A. Gòké-Pariolá: A Holistic Version of Faculty Excellence: Creating Sustainable Programming that Expands Community, Infrastructure, and Capacity.- Y. Qiu: Promoting the Culture of Teaching Excellence in a Chinese Research University.- S. E. Clemans: Building Community and Supporting Mentors in a Dispersed College for Adult Learners.- A. Atwell, C. Cottom: Virtual Faculty Learning Communities.- T. Al Barwani, O. Neisler: Planting Seeds of Campus-wide Conversation on Teaching and Learning at the Sultan Qaboos University.- Certification Program Examples: J. Brouwer, R. in't Veid: Achieving Certification and Innovation Simultaneaously: Educational Leadership for Senior Faculty at a Research University in the Netherlands.- C. E. Garrett, C. A. Draper: Higher Education Faculty Certificate Program: Foundations of Reflective Teaching.- S. Dias: Preparing Future Faculty: Developing Inclusive, Future-focused Educators and an Adaptive Program.- D. Verpoorten, F. Jérome, L. Leduc, C. Delfosse, P. Detroz: Diversity and Coherence: Continuum of Staff Development Actions Around a Common Core.- ADC and Faculty Research About Teaching and Learning: P. Haishao, Z. Yeye: Needs Analysis Research Leads Faculty Development Programs.- A. Divan, P. Taylor, A. Jackson, R. Hallett: Critical Reflection on Organizational Practice in a UK University Through Scholarship of Teaching and Learning.- Y. Fan: Systematic Changes: Impact of Double Helix Collaboration Toward Innovation in Student Centered Teaching and Learning.- Examples of Center Impact Research: G. T. Bilbow: Change in Practice: Achieving a Cultural Shift in Teaching and Learning Through a Theory of Change.- R. Svarícek, I.Procházková , J. A. Vanderziel, K. Sedóvá: Developing Beginning University Teacher's Pedagogical Competencies Through a Professional Development Program.- R. Garcia, H. Turra, B. Moya: From Workshops to Impact Evaluation.- The Case of a Chilean Center for Teaching Development and Innovation.- Y. Ding, Y. Gao: Extending International Collaboration to Certify High Quality Online Teaching in Higher Education.