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Bob Diamond – A Pioneer in Our Field
(1930-2007)
by Dan Wheeler
 Bob
Diamond was someone who made a difference in POD and in the
field of higher education. He was a person of big ideas. His
work within POD helped shape its principles, strategies and
working models. His efforts across higher education helped place
POD in greater prominence in addressing institutional change.
From my first meeting with Bob, he
demonstrated his advocacy for the importance of teaching and
learning. His philosophy of systematic instructional development
at the Center at Syracuse University demonstrated how to work
with faculty in their courses to improve learning and with
departmental curricula to document outcomes and to make
instructional improvements. While many were emphasizing
activities, Bob focused on collected data that demonstrated
improvements long before the current emphasis on accountability.
His Center had an evaluation specialist on staff to ensure he
was collecting the data to address significant instructional
questions.
As those who interacted with Bob are aware,
he continually presented workshops and conference sessions. They
were always challenging and well attended. Bob was one of the
original group that started POD. Because Bob was quick to see
things and a man of action, I know that he suffered through the
T-Group experience at the founding meeting in Cincinnati (he
recounted it many times) and then suffered through the consensus
driven CORE Committee – twice! A less dedicated person might
have stepped away but he stayed with his principles and a belief
in POD. Bob was awarded the second Spirit of POD Award - a
tribute to his tireless effort and indomitable spirit. His
instructional development work is a foundation of today’s work.
In addition to his work in POD, Bob widened
our efforts with AAHE (American Association for Higher
Education) which helped to highlight the way POD could
collaborate with higher education administrators to address
institutional change. A centerpiece was a major grant funded
project involving several large universities that examined
rewards for teaching. This research precipitated an important
national discussion that lead to new policies and improved
reward structures.
Bob’s writing addressed various
instructional development and leadership issues in higher
education. His books were thoughtful, systematic and practical.
Major titles include: Field Guide to Academic Leadership (2002),
Designing and Assessing Courses and Curriculum (1997), and
Aligning Faculty Rewards with Institutional Mission: Statements,
Policies and Guidelines (1995). Two popular, practical guides he
authored Serving on Promotion, Tenure and Faculty Review
Committees: A Faculty Guide; and Preparing for Promotion, Tenure
and Annual Review: A Faculty Guide are widely used in higher
education. As you can see, Bob had an eye for meeting a need.
One of Bob’s big ideas was the National
Academy for Academic Leadership. He was committed to providing a
means for those, particularly administrators in higher
education, to make important changes using the best theory and
practice available. Although NAAL met with limited success, it
is still a grand idea which with the right timing and funding
could be the kind of organization envisioned.
On a personal basis, Bob was a colleague and
friend who would just call to see how you were doing or try out
an idea. He was always working on something. Its characteristic
of Bob that he just completed a revised manuscript for Jossey-Bass.
My hope is that his spirit will live on in POD through his works
and ideas. We will miss his wise counsel and strong voice for
institutional change.
* For more on Bob’s influence
with POD, see the profile in the History Project.
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