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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…mehr
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
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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.
Inhaltsangabe
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 Examining Effective Faculty Practice: Teaching Clarity and Student Engagement 149 Allison BrckaLorenz, Tony Ribera, Jillian Kinzie, Eddie R. Cole 11 Millennial Students: Insights from Generational Theory and Learning Science 161 Michele DiPietro 12 Contemplative Pedagogy: The Special Role of Teaching and Learning Centers 177 Daniel Barbezat, Allison Pingree PART FIVE Assessing Student Learning 13 A Comparison of Faculty and Student Perspectives on Course Evaluation Terminology 195 Carol Lauer 14 Time to Raise Questions About Student Ratings 213 Linda B. Nilson 15 Using Small Group Individual Diagnosis to Improve Online Instruction 229 Jennifer H. Herman, Melissa Langridge PART SIX Setting a Context for Promoting Diversity 16. Supporting International Faculty: Perspectives of a Tiger Teacher Who Adapted to the American Classroom, a Colleague, and an Administrator 247 Cuiting Li, Sterling K. Wall, Marty Loy, Kelly Schoonaert 17 Understanding Intersecting Processes: Complex Ecologies of Diversity, Identity, Teaching, and Learning 261 Kristen A. Renn 18 Organizational Strategies for Fostering Faculty Racial Inclusion 277 Dannielle Joy Davis, Edward J. Brantmeier, Roben Torosyan, Hyacinth E. Findlay PART SEVEN Integrating Technology into Teaching, Learning, and Faculty Development 19 Please Read While Texting and Driving 295 C. Edward Watson, Krista P. Terry, Peter E. Doolittle 20 Tweeting #PODHBCU: Content and Process of the 2011 POD HBCUFDN Conference Twitter Backchannel 311 Mary C. Wright, Rachel K. Niemer, Derek Bruff, Katherine Valle 21 Collaborating with Faculty to Design Active Learning with Flexible Technology 329 Beth A. Fisher, Kathryn G. Miller, William E. Buhro, Deborah J. Frank, Regina F. Frey
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 Examining Effective Faculty Practice: Teaching Clarity and Student Engagement 149 Allison BrckaLorenz, Tony Ribera, Jillian Kinzie, Eddie R. Cole 11 Millennial Students: Insights from Generational Theory and Learning Science 161 Michele DiPietro 12 Contemplative Pedagogy: The Special Role of Teaching and Learning Centers 177 Daniel Barbezat, Allison Pingree PART FIVE Assessing Student Learning 13 A Comparison of Faculty and Student Perspectives on Course Evaluation Terminology 195 Carol Lauer 14 Time to Raise Questions About Student Ratings 213 Linda B. Nilson 15 Using Small Group Individual Diagnosis to Improve Online Instruction 229 Jennifer H. Herman, Melissa Langridge PART SIX Setting a Context for Promoting Diversity 16. Supporting International Faculty: Perspectives of a Tiger Teacher Who Adapted to the American Classroom, a Colleague, and an Administrator 247 Cuiting Li, Sterling K. Wall, Marty Loy, Kelly Schoonaert 17 Understanding Intersecting Processes: Complex Ecologies of Diversity, Identity, Teaching, and Learning 261 Kristen A. Renn 18 Organizational Strategies for Fostering Faculty Racial Inclusion 277 Dannielle Joy Davis, Edward J. Brantmeier, Roben Torosyan, Hyacinth E. Findlay PART SEVEN Integrating Technology into Teaching, Learning, and Faculty Development 19 Please Read While Texting and Driving 295 C. Edward Watson, Krista P. Terry, Peter E. Doolittle 20 Tweeting #PODHBCU: Content and Process of the 2011 POD HBCUFDN Conference Twitter Backchannel 311 Mary C. Wright, Rachel K. Niemer, Derek Bruff, Katherine Valle 21 Collaborating with Faculty to Design Active Learning with Flexible Technology 329 Beth A. Fisher, Kathryn G. Miller, William E. Buhro, Deborah J. Frank, Regina F. Frey
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