To Improve the Academy

To Improve the Academy is published annually by POD and is abstracted in ERIC documents and in Higher Education Abstracts. Each annual volume of To Improve the Academy is provided free to current members as a benefit of membership. 

Back issues and additional copies of  To Improve the Academy can be ordered from The POD Network office. We have copies of the following volumes available: volumes 1-15 and volume 17. (There are no available copies of volumes 10, 12, and 16.)

Member prices (including shipping and handling):

• 1 volume @ $15 
• 2-5 volumes @ $12 / volume
• 6 or more volumes @ $9 / volume

Non-member prices (including shipping and handling):

• 1 volume @ $18
• 2-5 volumes @ $15 / volume
• 6 or more volumes @ $12 / volume

Submitting Manuscripts

Anyone interested in the issues related to instructional, faculty, and organizational development may submit manuscripts. Typically, manuscripts are submitted to the current editor(s) in December of each year and sent through a blind review process. The journal is distributed to members in October.

For information on submitting to To Improve the Academy visit the Call for Manuscripts page.

An index of each year's journal appears below. Click on a year to go to it directly.
 

Vol. 1, 1982 -- Editors -- Sandra Cheldelin Inglis and Stephen Scholl

Section I. People and Priorities: Reflections on Our work

Section II. Intellectual Journeys in Faculty Development

Section III. Evaluating Practices to Improve Teaching

Section IV. Tools for Training and Development

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Vol. 2, 1983 -- Editors -- Michael Davis, Michele Fisher, Sandra Cheldelin Inglis, Stephen Scholl

I. Approaches to Teaching

II. Promoting Adaptability in Higher Education

III. Faculty Development and Institutional Planning

IV. Heads Open, Hands On!

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Vol. 3, 1984 -- Editors - Lance C. Buhl, Laura A. Wilson

I. The Keynote Address to the 1983 POD Annual Conference

II. Renewing Centers for Professional Development

III. Professional Development Interventions

IV. Using Evaluation for the Improvement of Teaching

V. Student Development: Intellectual Growth and Writing

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Vol. 4, 1985 -- Editors -- Julie Roy Jeffrey, Glenn R. Erickson

I. What We Can Learn from Other Cultures

II. The Diversity of Faculty Development

III. Looking at Teaching and Learning in a Direct and Uncomplicated Fashion

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Vol. 5, 1986 -- Editors -- Marilla Svinicki (coordinating ed.), Joanne Kurfiss, POD, Jackie Stone, NCSPOD

I. Reflections

II. Conceptualizations

III. Practice

IV. Research

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Vol. 6, 1987 -- Editors -- Joanne Kurfiss, Linda Hilsen, Lynn Mortensen, Emily Wadsworth

I. Research -- Toward a Research Agenda on Classroom Teaching

II. Reflections -- Career Development Patterns and Needs of Faculty

III. Conceptualizations -- Models for Program Planning

IV. Practice -- Improving Teaching and Learning

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Vol. 7, 1988 -- Editor -- Joanne Gainen Kurfiss

Assoc. Editors -- Linda Hilsen, Susan Kahn, Mary Deane Sorcinelli, Richard G. Tiberius

I. Classroom Research

• W. Holmes, Art Essays and Computer Letters
• J. E. Knott, Alternatives for Evaluating the Death Education Student
• J. Stevenson, Evaluating Structured Group Activities for the Large Class
• B. E. Brittingham, Undergraduate Students' Use of Time: A Classroom Investigation
• J. Matoney, Weekly Quizzes and Examination Performance in Intermediate Accounting
• B. Lord, Student Styles and Learning in Two College of Business Courses
• R. Smith & F. Schwartz, Improving Teaching by Reflecting on Practice

II. Fostering Student Inquiry

III. Academic Life: Realities and Possibilities

IV. Emerging Contexts for Development

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Vol. 8, 1989 -- Editor -- Susan Kahn

Assoc. Editors -- Robert Boice, Laura Border, Linda Hilsen, Alton Roberts, Mary Deane Sorcinelli

I. Faculty Development: Where It Is; Where It's Going

II. Building Successful Faculty Development Programs

III. Issues and Approaches in Faculty and Instructional Development

IV. Improving Teaching and Learning

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Vol. 9, 1990 -- Editor -- Linda Hilsen

Assoc. Editors -- Robert Boice, Nancy Diamond, Lion Gardiner, Diane E. Morrison, Mary Deane Sorcinelli

I. Teaching and Research: Coming into Balance

II. Teaching: Making It Even Better

III. Faculty Development: Seeing and Envisioning Ourselves

IV. Faculty Development: Modeling Effective Practice

V. Diversity: Addressing the "...isms" of the '90s

VI. Faculty: Looking at the Spectrum

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Vol. 10, 1991 -- Editor -- Kenneth J. Zahorski

Assoc. Editors -- Howard B. Altman, Nancy A. Diamond, Lion F. Gardiner, Diane Morrison, Deborah Du Nann Winter, Donald H. Wulff

I. Faculty Development: Past, Present, Future

II. A Primer for Faculty Development Professionals

III. Promoting Diversity: Gender and Multicultural Issues in Academe

IV. Meeting the Challenge of the Adult Learner

V. Enhancing Teaching-Learning and Classroom Climate

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Vol. 11, 1992 -- Editors -- Donald H. Wulff & Jody D. Nyquist

Assoc. Editors -- Howard B. Altman, Nancy Chism, Nancy A. Diamond, Diane Morrison, Alton Roberts, Deborah Du Nann Winter

I. The Context for Faculty, Instructional, and Organizational Development

II. Strategies for Enhancing Teaching and Learning

III. Strategies for Enhancing Faculty/Instructional Development

IV. Teaching Cases for Use in Faculty/Instructional Development

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Vol. 12, 1993 -- Editors -- Delivee L. Wright & Joyce Povlacs Lunde

I. Working with Faculty Communities

II. Communities and Voices: How to Practice Inclusive Behavior

III. Teachers and Students in the Classroom

IV. Addressing Change in Progams of Faculty Development

V. The Roles Faculty Developers Play

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Vol. 13, 1994 -- Editor -- Emily C. (Rusty) Wadsworth

Assoc. Editors --Beverly Black, Linda Hilsen, Mary Pat Mann, Diane Nyhammer, Charles Spuches

I. Teaching Improvement Practices and Programs

II. Including the "Other": Transforming Knowledge and Teaching

III. Listening to Each Other

IV. Classroom Practices for Teaching Improvement

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Vol. 14, 1995 Editor: Ed Neal

Reviewers: Shirley Adams, Cheryl Amundsen, James Browne, Phillip G. Cottell, Arthur Crawley, Deborah DeZure, Nancy A. Diamond, Madelyn Healy, Erin Porter, Rita Rodabaugh, Chuck Spuches, Christine A. Stanley, Emily C. (Rusty) Wadsworth, Dina Wills

Section I: Reconceptualizing the Practice of Faculty Development
Ronald A. Smith, Reflecting Critically on Our Efforts to Improve Teaching and Learning

Ben Ward
Improving Teaching Across the Academy: Gleanings from Research
The field of faculty development is at least thirty years old, and although we have learned many things about improving teaching skills during that time, we have not developed many definitive answers to the larger questions of our craft; e.g., how do we raise the status and quality of teaching across an entire institution? This article surveys the research literature to ascertain what we do know about these questions, with the hope that it will stimulate a dialogue among faculty developers that will yield a fuller understanding of these broad issues.

Donna Qualters
A Quantum Leap in Faculty Development: Beyond Reflective Practice
Quantum theory has introduced a new perspective of looking at reality. This article reviews current theories of reflective practice, discussion, and transformative learning as they apply to faculty development and explores dialogue and quantum theory as the next step in faculty information.

Margaret M. Morgan, Patricia H. Phelps, & Joan E. Pritchard
Credibility: The Crux of Faculty Development
Credibility, the quality through which leaders earn the trust and confidence of their constituents, underlies effective faculty development. Drawing upon the work of Kouzes and Posner (1993), this paper examines six practices, or disciplines, by which faculty developers can increase their credibility.

Arthur L. Crawley
Faculty Development Progams at Research Universities: Implications for Senior Faculty Renewal
This article examines the research findings from that portion of the National Survey on Senior Faculty Renewal which pertains to the faculty development programs available to senior faculty at research universities in support of their career development and renewal. Survey respondents were coordinators and directors of faculty development programs and selected academic affairs administrators with faculty development responsibilities at their respective institutions. In general, the findings reveal a high level of support for the traditional approaches to faculty development for senior faculty in the context of their teaching and research. However, the findings suggest that faculty development approaches that are targeted to enhance senior faculty careers by either expanding employment options or by creating new roles and responsibilities are more limited. Additional findings concern the availability of post-retirement options, opportunities for collaborative work, and incentives to encourage excellence in teaching, research, and service.

Lynda J. Emery
Teaching Improvement: Disciplinary Differences in Faculty Opinions
Improving teaching and learning at universities where faculty are rewarded primarily for research and scholarly activity is difficult. Faculty opinions about participating in teaching improvement activities at a research university were surveyed. This article presents survey results by college. Faculty opinions about incentives for participating in teaching improvement activities, promotion and tenure criteria, faculty development interests and outcomes for participating are included. Implications for faculty development are discussed.

Section II: Faculty Collaboration and Collegiality Kate Kinsella, Peers Coaching Teaching: Colleagues Supporting Professional Growth Across the Disciplines

Roy Killen
Improving Teaching Through Reflective Partnerships
The purpose of this paper is to explain how both experienced and inexperienced faculty can improve their teaching and their students' learning through a systematic process of reflecting on their day-to-day teaching by collaborating with a "reflective partner." The suggestions are based on the author's experiences as a teaching, teacher educator and faculty developer, and on the belief that good teachers are those who help students to learn and to achieve their full potential as individuals. The reflective teaching techniques in this paper have a strong focus on the technical aspects of teaching. However, the techniques also provide faculty with opportunities to reflect on broader issues such as the beliefs that guide their teaching practices. By following the suggestions in this paper, faculty can identify their teaching strengths and limitations, develop the confidence to experiment with the new teaching strategies to overcome these limitations, and gain a better understanding of all aspects of their teaching.

Richard J. Nichols & Beverley T. Amick
The Case for Instructional Mentoring

James K. Wangberg, Jane V. Nelson, & Thomas G. Dunn
A Special Colloquium on Teaching Excellence to Foster Collegiality and Enhance Teaching at a Research University

Section III: The Changing Student Constituency

Deborah Jefferson & Susan Peverly
Faculty Development and Changing Environments of the Urban Campus

Robert R. Dove
Academic Syndromes Revisited

Matthew L. Ouellett & Mary Deane Sorcinelli
Teaching and Learning in the Diverse Classroom: A Faculty and TA Partnership Program

Section IV: New Practices

James M. Hassett, Charles M. Spuches, & Sarah P. Webster
Using Electronic Mail for Teaching and Learning

Robert W. Lewis
Exploring Student Ratings Through Computer Analysis: A Method to Assist Instructional Development

S. Kay A. Thornhill & Mellisa Wafer
Improving Students' Critical Thinking Outcomes: A Process-Learning Strategy in Eight Steps

Afterword: The 1994 POD Conference
 
Jon Travis, Lisa Cohen, Dan Hursh, & Barbara Lounsberry
Family Portrait: Impressions of a Nurturing Organization

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Vol. 15, 1996 Editor: Laurie Richlin

Reviewers: Marva Barnett, Joseph Brocato, Michele Chase, Will Davis, Rita Rodabaugh, Ben Ward, Cheryl Amundsen, James Browne, Philip G. Cottell, Art Crawley, Madelyn M. Healy, Chuck Spuches

Section I: Instructional Development Stephen Brookfield, Through the Lens of Learning: How Experiencing Difficult Learning Challenges and Changes Assumptions about Teaching

Stephen Brookfield
Through the Lens of Learning: How Experiencing Difficult Learning Challenges and Changes Assumptions About Teaching
The author challenges faculty to cast themselves in the role of learners for tasks or subjects which, unlike their areas of expertise, do NOT come easily to them. The purpose is to better understand what it is to experience the struggle shared by many students to grasp new material. The author recounts his own efforts to master a daunting new skill and the many lessons he learned about teaching and learning in the process.

Ernest T. Pascarella
On Student Development in College: Evidence From the National Study of Student Learning
This paper summarizes some of the major findings of the National Study of Student Learning, a longitudinal investigation of the factors influencing student intellectual development at 23 diverse colleges and universities in 16 states. Findings from the following analyses are presented: effects of perceived teacher behaviors on general cognitive skills of two- and four-year colleges; cognitive effects of historically Black and predominantly White colleges; and cognitive effects of Greek affiliation.

Larry K. Michaelsen, L. Dee Fink, & Robert H. Black
What Every Faculty Developer Needs to Know About Learning Groups
This article advances two related propositions. One is that virtually all of the commonly reported "problems" with learning groups, such as less content coverage, free-riders, and students' feeling that instructors are not teaching unless they are talking, are a natural consequence of the way the groups are being used. The other is that the vast majority of the problems can be prevented by avoiding group assignments that retard the development of effective learning teams and limit student learning. This article will a) examine the underlying causes of the most commonly reported problems with learning groups, b) outline some simple, but effective, strategies for preventing their occurrence in the first place and, c) describe a new tool, the Learning Activity Impact Grid (LAI-Grid), that can be used to ensure that assignments promote both team development and learning.

Karin L. Sandell, Robert K. Stewart, & Candace K. Stewart
Computer-mediated Communication in the Classroom: Models for Enhancing Student Learning
The introduction of computer-mediated communication into the college classroom has been a subject of concern to faculty interested both in exploring means of enhancing communication with their students and in facilitating students' learning about the technological revolution occurring in the business and professional worlds. The tools available to faculty include electronic mail (e-mail), bulletin boards, electronic conferencing, and electronic searching (surfing) for information, via the Internet. This paper reviews the findings from different measures taken during a campus-wide project to test computer-mediated communication, in order to provide some suggestions about ways of enhancing the teaching-learning connection through classroom projects utilizing e-mail and the Internet.

Harold B. White, III
Dan Tries Problem-Based Learning: A Case Study
Problem-based learning approaches to education often generate justifiable enthusiasm among faculty who have become frustrated with the limitations of traditional lecture-based education. However, faculty contemplating a change to a problem-based format rarely anticipate the many practical difficulties that can destroy one's enthusiasm and create chaos in the classroom. This case study, about the trials and tribulations of a fictional anthropology professor, attempts to alert faculty who are interested in trying the method to some of the unexpected challenges they might encounter.

Section II: Faculty Development

Jon E. Travis, Dan Hursh, Gentry Lankewicz, & Li Tang
Monitoring the Pulse of the Faculty: Needs Assessment in Faculty Development Programs
Although needs assessment is a common and necessary element of faculty development programs, the process never seems to be as easy or as effective as we might like it to be. Sadly, the literature is relatively weak in this all-important area of responsibility. Such a problem, no doubt, is due in part to the individual environment of each institution. Based on a presentation at the 1995 POD Conference, this article reviews a number of institutional approaches to gathering data from faculty, which may suggest some options for the reader.

Nancy Van Note Chism and Barbala Szabo
Who Uses Faculty Development Services?
Information about who uses faculty development services exists more in the oral tradition than in the literature. This study sought to explore the question systematically, based on a review of the literature and the conducting of a descriptive survey of faculty development programs. The findings of the study show that most programs collect information on their users, that this information is usually not shared publicly, and that aggregate usage is broad-based, rather than concentrated within particular types of faculty. These findings contradict some popular claims and support others. Recommendations suggest that information be collected systematically and that claims about users be based on data.

Ronald A. Smith & George L. Geis
Professors as Clients for Instructional Development
Although there is a large amount of activity and a sizeable literature in the area of instructional development, there has been relatively little research on faculty members, the clientele for improvement efforts. This paper highlights some characteristics of professors that are relevant to improvement activities. Professors are interested in, value, and work on their teaching; they think they teach rather well. However, they demonstrate a lack of sophistication in talking about teaching and the development of instruction. They focus primarily upon content rather than design or methodology. Teachers' views of what should be done to enhance instruction are discussed and contrasted with those of faculty developers. One conclusion is that faculty developers and faculty members may have very different views on how to go about improving instruction.

Joyce Povlacs Lunde & Myra S. Wilhite
Innovative Teaching and Teaching Improvement
To discover who innovative teachers are, their practices, and how they might have impact on the improvement of teaching on campus, the authors surveyed 310 faculty on our campus, including recipients of Distinguished Teaching Awards, non-recipients of awards, and newer faculty. Items included sources of ideas, teaching strategies, relating to students, and persistence in making successful changes in teaching. A focus group was selected from those displaying persistence. We believe that innovative teachers are passionate about teaching, persist in its improvement, listen to their students, use active learning adapted to the context, are risk takers, and keep themselves vital. The authors recommend that teaching and learning centers encourage and recognize innovative faculty, helping them become visible as presenters and models for their peers.

Robert J. Menges
Experiences of Newly Hired Faculty
Faculty experiences during the first three years in a new job were investigated by following new hires at five colleges and universities. Their initial years are characterized by stress, dilemmas about how to allocate time to competing responsibilities, uncertainty about what is expected of them, and dissatisfaction with feedback about their progress. Faculty development offices can promote more enlightened policies and practices to help ease faculty transition into a new job.

Section III: Organizational Development

Delivee L. Wright
Moving Toward a University Environment Which Rewards Teaching: The Faculty Developer's Role
This article describes the role of the faculty developer in a departmentally-focused, campus-wide program to revise the rewards system in an AAU-Land Grant University. This process took into account the local values and attitudes of a department as well as the broader mission and values of the institution. It emphasizes a sense of faculty ownership of decisions combined with the collaborative efforts of academic administrators, faculty, and faculty developers.

Robert Dove & Dina Wills
Transforming Faculty into an Agile Work Force
Some institutions of higher education have begun to implement agile operational strategies as they work to take advantage of new technologies and respond to new demands made from their various constituencies. Key to the success of these agile strategies is the ability of the faculty to create an agile learning environment. This paper focuses on the role of the faculty developer in creating that agile environment. It presents concrete programming suggestions and a model for faculty developers to follow as they assume the role of helping faculty become agile.

Mary L. Everley & Jan Smith
Making the Transition from Soft to Hard Funding: The Politics of Institutionalizing Instructional Development Programs
The institutionalization of grant-funded instructional development programs is a political process. This paper reviews the experiences of programs that have both failed and succeeded to cross the hard-to-soft-money divide and the literature on planning and change in higher education, and offers strategies that will encourage institutionalization. Changing institutional culture, building a strong advocacy group, and gaining the support of key administrators are essential to program continuance.

Deborah A. Lieberman & John Reuter
Designing, Implementing, and Assembling a University-Pedagogy Institute
This article describes two models for designing and implementing technology-pedagogy institutes as part of university wide faculty development. Each model contains similar learning objectives for Institute participants, yet describes different institute designs. The authors describe the strengths and weaknesses of each model as learned through assessment evidence gathered during institutes on their campus. Assessment of student learning in relation to technology introduced within the class is discussed. Suggestions for more effective Institutes and assessment tools are addressed.

Victoria Harper
Establishing a Community of Conversation: Creating a Context for Self-Reflection Among Teacher Scholars
This paper will discuss how the Teacher Scholars Project was created to encourage thoughtful conversations about teaching at the university, how portfolio activities such as videotape sessions and the sharing of narratives about teaching were integrated into project activities, and how faculty were encouraged to seriously look at their own practice and to reflect on it in conversations with a group of peers over the course of an entire academic year. It concludes by considering the importance of the creation of a community of conversation across disciplines in establishing conditions for more meaningful discussion and self-reflection on campus.

Gabriele B. Sweidel
Partners in Pedagogy: Faculty Development Through the Scholarship of Teaching
The Partners in Pedagogy project uses a three-pronged plan of action to address faculty development through the scholarship of teaching: a) the formation of faculty pairs to conduct classroom observations of each other's teaching, b) interviews with three of each other's students, and c) collegial discussion, both between faculty pairs and course-discipline at monthly meetings. The combination of monthly meetings to discuss pedagogy, feedback from peers concerning teaching methods and techniques unrelated to evaluations, student interviews, and cross-discipline participation contribute to the powerfulness of this campus-wide program.

Milton D. Cox
A Department-Based Approach to Developing Teaching Portfolios: Perspectives for Faculty Developers
The Department-Based Teaching Portfolio Project, now in its third year at Miami University, provides departments the flexibility to design and implement teaching development processes that honor the diversity of disciplines, departmental cultures, and leadership styles of department project coordinators. This approach has generated an interesting variety of departmental processes and results, for example, in the use of off-campus consultants and in the manner in which teaching portfolios are developed. Based upon the outcomes of the Project, 20 recommendations inform faculty developers in their roles as department developers.

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Vol. 16, 1997 -- Editor: Deborah Dezure, Eastern Michigan University

Reviewers: Joseph Brocato, Laura L. B. Border, Will Davis, Patricia Kalivoda, Deborah A. Lieberman, Liz Miller, John P. Murray, Laurie Richlin, Rita Rodabaugh, D. Lynn Sorenson, Ben Ward

Section I: Changing Roles for Faculty and Faculty Developers

Ann E. Austin, Joseph J. Brocato, and Jonathan D. Rohrer
Institutional Missions, Multiple Faculty Roles: Implications for Faculty Development
The authors review the context in which the topic of faculty roles is gaining attention, draw on data from a qualitative study of how faculty construct their roles, and argue that faculty developers and other institutional leaders should consider expanding the scope of faculty development activities in ways that support faculty across the full breadth of their roles. The article concludes by suggesting that faculty developers ask questions about faculty roles in the institutional context and "map" faculty development opportunities to ensure that multiple roles are supported.

Irene E. Karpiak
University Professors at Mid-life: Being a Part of...But Feeling Apart
This article explores the experiences of mid-career and older faculty members in higher education through a qualitative study of 20 associate professors (15 men and 5 women) between the ages of 41 and 59 at a Canadian university. In non-directive interviews, "gray-ing" professors discussed their satisfactions and struggles, not only in relation to their students and their academic work, but also in relation to the whole university and its administration. An emergent schema is presented that identifies four attitudes characteristic of this group of professors: Meaning, Malaise, Marginality, and Mattering.

James A. Anderson
Faculty Development and the Inclusion of Diversity in the College Classroom: Pedagogical and Curricular Transformation
Colleges and universities are confronted with a plethora of questions and concerns that are associated with the inclusion and success of diverse student populations. Especially critical is the role that faculty will play in fostering a supportive and effective learning environment which benefits the wide range of racial, cultural, gender, and class groups. Faculty development activities can assist faculty to make their courses more inclusive both in content and in pedagogy. Those who direct teaching excellence and faculty development efforts must be more proactive as they impact faculty attitudes toward diversity.

Karron G. Lewis and Eric Kristensen
A Global Faculty Development Network: The International Consortium for Educational Development (ICED)
Although higher education systems around the world differ considerably in structure and the methods used in teaching, there is universal concern for the quality of undergraduate teaching and learning. Thus, faculty and educational development activities are a worldwide phenomena. In 1993, The International Consortium for Educational Development (ICED) was born to facilitate exchange of faculty and educational development information. This article looks at the history of ICED and the accomplishments of this organization since its inception. We look at examples of faculty development work in Sweden, Australia and Finland and consider the implications these international programs might have for faculty developers and faculty development work in the U.S. and Canada.

Joyce Povlacs Lunde and Myra S. Whilhite
Teaching Improvement Consultation for Teaching on Television
Instructional consultants have traditionally offered individual consultation to faculty members on their campuses to improve teaching and learning. This kind of consultation to improve teaching is also valuable for those teaching on television, but consultants may need to prepare themselves in learning technologies and distance education in order to help faculty offering instruction via television. In addition, the phases of initial interview, data-gathering, data-feedback, implementation, and evaluation, which constitute a process often used to improve teaching, need to be expanded to address teaching over television.

Section II: Faculty Development Program Models

Alenoush Saroyan, Cheryl Amundsen, and Cao Li
Incorporating Theories of Teacher Growth and Adult Education in a Faculty Development Program
This paper describes a theory-based faculty development program and provides preliminary evidence as to its effectiveness in promoting change in thinking about teaching. The program design was based on Ramsden's (1992) theory of teacher growth and Mezirow's (1991) transformative theory in adult education. The program was offered as a three-credit course to graduate students and as a week-long (40 hours) workshop to faculty. Assessment included responses to pre- post- questions about participants' views from teaching. Results indicate that both groups changed their focus from viewing teaching as transmitting knowledge to a more integrated and complex conception of teaching.

Katherine Sanders, Christopher Carlson-Dakes, Karen Dettinger, Catherine Hajnal, Mary Laedtke, and Lynn Squire
A New Starting Point for Faculty Development in Higher Education: Creating a Collaborative Learning Environment
Traditional faculty development approaches often focus on teaching faculty skills to use in their classrooms. In order to have a deeper cultural impact, we have found it useful to start the conversation at a different point than teaching skills; that is, to have faculty learn how people learn by experiencing a learning environment that is substantively different that their previous classroom experiences. Our program, Creating a Collaborative Learning Environment (CCLE), has been successful in helping faculty from diverse disciplines at a major research institution to work together to learn about learning and redesign teaching.

Tracey Sutherland and James Guffey
The Impact of Comprehensive Institutional Assessment on Faculty
In this age of accountability, colleges and universities are being called on to provide evidence of their effectiveness. As a result, comprehensive assessment initiatives are being implemented on most campuses, requiring increasing numbers of faculty to become involved. Beginning with an overview of a faculty-driven assessment model, this article describes specific roles faculty play and the results of a study in which faculty describe how their involvement influences their teaching and professional development. The primary purpose of faculty development is to improve the learning environment. Faculty participation in institutional assessment efforts enhances that environment. The results of the study provide compelling evidence of the benefits of faculty involvement in institutional assessment initiatives.

James S. Laughlin
WAC Revisited: An Overlooked Model for Transformative Faculty Development
Recently, higher education specialists have called for new faculty development initiatives, claiming current faculty development efforts need to go beyond a reductive "teaching tips" approach to consider transformative practices aimed at improving learning. While such critiques are valuable, they tend to overlook one mode of development that has had undeniable success in initiating significant individual and institutional transformations in the realms of teaching and learning. Over the past two decades, the faculty workshop in writing across the curriculum (WAC) has become a major part of successful WAC programs across the country. This article discusses how, at their best, such workshops go beyond a bag of tips for assigning and grading writing and lead faculty members through a powerful dialogic reexamination of their pedagogy. For some it is a transformative experience, resulting in wholesale changes in the ways they teach and in the ways their students learn. The article concludes by asserting that a well-conceived WAC workshop continues to offer an excellent model for other faculty development initiatives, such as those concerned with implementing teaching technology and interdisciplinary.

Section III: Assessing Faculty Development Activities

Nancy Van Note Chism and Borbala L. Szabo
Teaching Awards: The Problem of Assessing Their Impact
Although teaching awards are a popular approach to the reward and improvement of teaching, their impact has not been studied extensively. The studies that have been done find that they are motivational and affirming, but extensive, clear effects on teaching improvement have not been documented. Part of the difficulty in studying effects of awards involves goal complexity and vagueness. Suggested ways of studying effects begin with goals and employ a variety of approaches, ranging from interviews and surveys to document analysis.

Karen List
"A Continuing Conversation on Teaching:" An Evaluation of a Decade-Long Lilly Teaching Fellows Program 1986-1996
This study assesses what difference the Lilly Teaching Fellows Program at the University of Massachusetts-Amherst has made in its first ten years, both to the fellows who have participated in it and to the University community. Based on a survey of the fellows, the study concludes that the program has had significant positive effects on teaching skills and attitudes, collegiality, research and service. The study also assesses the seven major components of the Lilly Program and suggests ways in which they might be improved. The author then recommends increased institutional support for teaching to decrease the tensions between the programs' emphasis on teaching and institutional emphasis on research.

Milton D. Cox
Long-Term Patterns in a Mentoring Program for Junior Faculty: Recommendations for Practice
Faculty developers believe mentoring programs are beneficial for new and junior faculty. Although there are reports on the early years of these programs, few have existed for more than 15 years. This article reports on a junior faculty program in place for 18 years with the same goals, format, and activities. The endurance of its mentoring component, with continuing support of faculty, former mentors and protégés, and administrators, is a measure of its success. Mentoring patterns relative to gender, mentor repetition, protégés who later mentor, and multidisciplinary within pairings may be of assistance and encouragement to anyone initiating or continuing a mentoring program. Over 70 recommendations are included.

Section IV: Evaluating Teaching Effectiveness

Pat Hutchings
The Pedagogical Colloquium: Taking Teaching Seriously in the Faculty Hiring Process
In an effort to make teaching and learning more central, a growing number of campuses are adopting some form of the "pedagogical colloquium," a strategy proposed by Lee Shulman, President of the Carnegie Foundation for the Advancement of Teaching, in the context of a national project on the peer review of teaching. The purpose of the pedagogical colloquium is to create an occasion for examining and assessing the teaching skills and potential of faculty job candidates. Different models are now evolving, from formal presentations parallel in nature to the research colloquium commonly expected of job candidates, to more informal discussions of pedagogy, sometimes in combination with other strategies, such as teaching demonstrations. The pedagogical colloquium has the potential to make teaching more important in hiring decisions and to prompt important departmental campus conversation about expectations of faculty in the teaching arena, but it also raises a number of difficult issues. In this article, Pat Hutchings describes three emerging models, analyzes issues, and looks ahead to next steps in making the pedagogical colloquium a route to a more scholarly conception of teaching.

Jamie Webb and Kathleen McEnerney
Implementing Peer Review Programs: A Twelve Step Model
Nationally, universities and colleges are expressing increased interest in peer review of teaching in response to public calls for accountability from academe. Further motivation comes from within campuses themselves as they respond to an increasingly non-traditional student body. Based on our experience with a peer observation program at California State University-Dominguez Hills, we identified twelve steps for planning and implementing a peer review process. In this article we discuss each of the twelve steps, presenting a rationale and sharing our experiences.

Patricia Hagerty, Kenneth Wolf and Barbara Whinery
Improving Teaching Through Faculty Portfolio Conversations
The authors recount their experiences using portfolios of their teaching as the basis for conversations with colleagues and students about their teaching effectiveness. The authors identify a number of features that affected the quality of these conversations, including group composition, individual commitment, artifact collection, and conversation structure. The authors conclude that these portfolio conversations enabled them to develop insights into their teaching that they might not have been able to gain otherwise.

Peter Seldin
Using Student Feedback to Improve Teaching
Student feedback has become the most widely used-and, in many cases, the only-source of information to evaluate and improve teaching effectiveness. Some instructional developers use the approach effectively while others do not. This paper discusses important new lessons learned about what works and what doesn't, key strategies, tough decisions, latest research results, and links between evaluation and development.

Section V: Designing Effective Courses, Assignments and Activities

Barbara E. Walvoord and John R. Breihan
Helping Faculty Design Assignment-Centered Courses
Faculty developers must help faculty shift from a teaching paradigm to a learning paradigm. Workshops that help faculty plan the "assignment-centered" course are a productive approach to that challenge. This article shows faculty developers how to plan and lead such a workshop. Research suggests that faculty often focus on content and coverage in their course planning. To combat this tendency, the workshop leads faculty through the course-planning process. In the workshop, faculty first develop learning objectives, then plan the assignments and exams that will both teach and test the essential skills and knowledge of the course. Then faculty choose and organize their instructional methods and the use of in-class and out-of-class time to maximize the development of the most important knowledge and skills. This approach contrasts with the text-lecture-coverage-centered course, in which the teacher concentrates first on the topics she or he will cover. The assignment-centered course is one of the strategies that research suggests will enhance students' critical thinking in higher education.

Larry K. Michaelsen, L. Dee Fink and Arletta Knight
Designing Effective Group Activities: Lessons for Classroom Teaching and Faculty Development
The primary objective of this article is to provide readers with guidance for designing effective group assignments and activities for classes and workshops. In doing so, we examine the forces that foster social loafing (uneven participation) in learning groups and identify four key variables that must be managed in order to create a group environment that is conductive for broad-based member participation and learning. We then discuss the impact of various types of activities and assignments on learning and group cohesiveness. Finally, we present a checklist that has been designed to evaluate the effectiveness of group assignments in a wide variety of instructional settings and subject areas.

Sandra A. Harris and Kathryn J. Watson
Small Group Techniques: Selecting and Developing Activities Based on Stages of Group Development
Research shows that active and cooperative learning activities can be effective teaching methods; however, developing and carrying out these practices is often challenging, perhaps even confusing and frustrating, to educators who have not been trained in group processes. This article reviews basic principles for using group techniques in college classrooms, describes the developmental stages of groups, and provides examples of activities and assignments as well as processes for reflection and evaluation.

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Vol. 17, 1998 -- Editor: Matthew Kaplan, University of Michigan
Reviewers: Carol A. Bailey, Judith E. Miller, Eileen T. Bender, Liz Miller, Laura L. B. Border, John P. Murray, Nancy A. Diamond, Karen M. Peters, Patricia Kalivoda, Laurie Richlin, Barbara B. Kaplan, D. Lynn Sorenson, Victoria M. Littlefield, Gary Wheeler, Henryk R. Marcinkiewicz, Alan Wright

Section I: Changing Roles for Faculty Developers

Marilla D. Svinicki
Divining the Future for Faculty Development: Five Hopeful Signs and One Caveat
The fortunes of faculty development centers rise and fall on the waves of change that roll through postsecondary education on a regular basis. These waves can swamp us, or we can ride their crest. This article points out some of the waves the author sees now and in the immediate future and how we can benefit from them. She ends with a caution about improving our chances of survival through our own efforts rather than waiting for someone else to draw us along.

Diana Kardia
Becoming a Multicultural Faculty Developer: Reflections from the Field
There has been a significant amount of activity in the area of multicultural faculty development; yet, this is an area where our profession continues to require growth and attention. Many faculty development practitioners are in a unique position to work with multicultural issues but need additional knowledge, strategies, and skills to do this work well. By attending to the specific challenges and areas of expansion needed for faculty developers to work with diverse institutions, we can increase the effectiveness of our work while continuing to actualize the potential of our profession.

Glenda T. Hubbard, Sally S. Atkins, and Kathleen T. Brinko
Holistic Faculty Development: Supporting Personal, Professional, and Organizational Well-Being
In recent years, higher education has begun to realize the great influence that faculty quality of life has on student learning and on overall institutional effectiveness. This article examines the interactive effect of personal, professional, and organizational well-being and describes a center that integrates four kinds of services-faculty development, employee assistance, health promotion, and organizational development-that work both separately and collaboratively. The result is a synergistic organization that is able to tackle complex institutional problems that could not be addressed by any one program alone.

Carol Fulton and Barbara L. Licklider
Supporting Faculty Development in an Era of Change
A Paradigm shift is underway in higher education. Realizing the hoped-for gains of new student-centered approaches will require significantly different approaches to faculty development. This paper describes one such approach to faculty development and how it is currently being used to improve the learning and teaching experience in the College of Engineering at a land grant institution in the Midwest. Considerations for the widespread application of this approach are also offered.

Section II: Working with Faculty at Different Career Stages

Graham Gibbs
Developments in Initial Training and Certification of University Teachers in the UK: Implications for the US
Initial training of university teachers is developing in a different direction in the UK than in the US. It concentrates on tenure-track faculty rather than on TAs, on course design rather than on classroom practice, and is much more extensive. This paper contrasts UK and US faculty development practices and their implications. It describes two recent developments in the UK: the establishment of national certification of university teachers and the development of a national course for new faculty to help institutions meet the requirements of certification. The potential for similar mechanisms operating in the US is explored.

Kathleen S. Smith and Patricia L. Kalivoda
Academic Morphing: Teaching Assistant to Faculty Member
This paper discusses the process by which graduate teaching assistants (TAs), participating in a longitudinal study, used their graduate TA experience to successfully survive the transition from being a teaching assistant to becoming a faculty member. A theoretical framework is presented that describes how individual characteristics of the TAs worked together with disciplinary, institutional, and departmental forces to shape a set of professional values. These professional values helped to form strategies for success: one set used for securing the first faculty position and the other set used to balance professional roles during the first year as a faculty member. These strategies for success contributed to the socialization process of the TAs in the first year of their faculty positions. The results of this study may help institutions broaden opportunities for graduate student support.

Gail E. Goodyear and Douglas Allchin
Statements of Teaching Philosophy
Well-defined teaching philosophy is essential to creating and maintaining a campus culture supportive of teaching. Presented in this paper are reasons for statements of teaching philosophy as well as descriptions of how the statements are beneficial to students, faculty, and university administrations. Described are ways of creating a statement of teaching philosophy and dimensions that may be included in such statements. This article begins a discussion of roles, composition, and evaluation of statements of teaching philosophy.

Richard G. Tiberius, Ronald A. Smith and Zohar Waisman
Implications of the Nature of "Expertise" for Teaching and Faculty Development
Over the last two decades cognitive theorists have learned that the development of expertise goes beyond the accumulation of knowledge and skills: expertise includes the development of pattern recognition and learned procedures that enable practitioners to deal with problems effortlessly or intuitively. Even more recently, theorists are distinguishing experts from experienced non-experts by how they use the bonus time and energy gained from solving problems intuitively. Experts invest it in tackling problems that increase their expertise rather than reduce problems to previously learned routines. Some implications of these different views of expertise for teaching and faculty development are discussed.

Section III: Fostering Organizational Change and Development

Nancy Van Note Chism
The Role of Educational Developers in Institutional Change: From the Basement Office to the Front Office
Educational developers can play a crucial role in helping colleges and universities respond to change. Among the roles they can play are researcher, assessment resource, friendly critic, messenger, translator, and coach. To perform these roles, developers need certain characteristics and special knowledge bases as well as enabling conditions within their environment. The current state of higher education may be calling for a paradigm shift in educational development as well.

Sondra K. Patrick and James J. Fletcher
Faculty Developers as Change Agents: Transforming College and Universities into Learning Organizations
In the face of demands for institutional restructuring and competition from new internet-based degree programs, the authors argue that campus-based colleges and universities may continue to serve their students well by becoming effective learning organizations. They argue, further, that faculty developers are in the best position to help their institutions become learning organizations. After describing the features of learning organizations as articulated in the work of Peter Senge, the authors reinterpret Senge's theory to make specific application to academic settings. Concrete suggestions are provided for faculty developers to assist in transforming their institutions.

Mark A. Chesler
Planning Multicultural Organizational Audits in Higher Education
Colleges and universities are struggling with issues of diversity and multiculturalism-in classrooms, social interactions, staff relations, admissions and hiring processes, and overall campus climate. As part of organizational change efforts, many institutions are calling on faculty development offices to help plan, staff, and implement cultural audits or assessments. This article suggests tested procedures for designing and carrying out such audits, with examples of specific data-gathering techniques (and in some cases evidence) from various institutions. Cultural audits will be most successful, accurate, and useful when these procedures are considered carefully and built into the audit design at the beginning.

Joan K. Middendorf
A Case Study in Getting Faculty to Change
Academic support professionals have a lot to share with faculty, but it is our special challenge that faculty do not always welcome our help. We can achieve greater success and suffer less frustration by understanding some principles about the process of change. This article offers four principles of implementing change and illustrates their application to a project. If academic support professionals prepare to offset resistance, model a vision of success, involve key people, and match strategies to the stages faculty move through in accepting a change, we can enhance adoption of new approaches.

Brenda Smith
Adopting a Strategic Approach to Managing Change in Learning and Teaching
Universities are having to become more accountable for the quality of the student experience. This is taking place in a climate of expanding student numbers, a greater diversity of students, and reduced resources. How then do we motivate faculty, take on board new initiatives, reflect on current practice, and at the same time provide an organizational structure that is supportive and visionary? This article illustrates how a major externally funded project on peer observation led to a change in university culture and facilitated a major structural change to the organization that supports the ongoing development and enhancement of learning and teaching.

Section IV: Reexamining Approaches to Instruction and Instructional Development

Beverly Black
Using the SGID Method for a Variety of Purposes
The Small Group Instructional Diagnosis (SGID) process (Redmond & Clark, 1982) has been used for consultation purposes at the Center for Research on Learning and Teaching at the University of Michigan since 1990. Since then it has become a multi-purpose tool with far-reaching results. This article describes a variety of ways we have used this process: to provide feedback to individual faculty and teaching assistants on their teaching, to inform coordinators of large multi-sectioned courses on how the course is working as a whole, to inform coordinators of TA training on the effectiveness of their programs, to advocate for better classroom design, and to get feedback and inform changes in curriculum design.

Margie K. Kitano, Bernard J. Dodge, Patrick J. Harrison, and Rena B. Lewis
Faculty Development in Technology Applications to University Teaching: An Evaluation
Progress in integrating new technologies into higher education classrooms has been slow despite emerging evidence on benefits for students when technologies are applied in ways that support teaching and learning. This article describes a program used by a college of education to support faculty applications of technology in instruction and reports results of a formal evaluation following the first year of implementation. The program provided intensive training and follow-up support to a heterogeneous cohort of 14 faculty members and was designed to enhance their ability to integrate technology into their teaching, use a new "smart" classroom facility, and/or develop products for instruction. Evaluation data were collected from program participants, their students, and the general faculty as a comparison group. Purposes of the evaluation were to determine the extent and quality of participants' applications of technology in their courses, other effects on their professional development, and students' perceptions of impact. Results demonstrate the program's efficacy for increasing participants' integration of technology in instruction. Students reported that these instructors' applications of technology enhanced students' learning and confidence in using technology.

Terrie Nolinske
Minimizing Error When Developing Questionnaires
Questionnaires are used by faculty developers, administrators, faculty, and students in higher education to assess need, conduct research, and evaluate teaching or learning. While used often, questionnaires may be the most misused method of collecting information, due to the potential for sampling error and non-sampling error, which includes questionnaire design, sample selection, non-response, wording, social desirability, recall, format, order, and context effects. This article offers methods and strategies to minimize these errors during questionnaire development, discusses the importance of pilot-testing questionnaires, and underscores the importance of an ethical approach to the process. Examples relevant to higher education illustrate key points.

Elisa Carbone and James Greenberg
Teaching Large Classes: Unpacking the Problem and Responding Creatively
Teaching large classes well is a continuing challenge for many universities. This article looks at one university's systematic approach to the problem. It describes how faculty and administrators from all over campus were involved in a Continuous Quality Improvement (CQI) process, how the problems were clearly defined and recommendations made, and how the solutions that emerged also involved faculty from across the curriculum.

Keith Kelly and Roberta C. Teahen
An O.P.E.N. Approach to Learning
O.P.E.N. Learning, an open-entry, open-exit delivery system that is supported by a computerized instructional management system and an extensive learning team, is a fundamental restructuring of the approach to education. This article summarizes the rationale for eliminating the traditional calendar by framing and educational system around a performance-based approach.

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Vol. 18, 1999 -- Editor: Matthew Kaplan, University of Michigan

Reviewers: Carol A. Bailey, Eileen T. Bender, William E. Cashin, Nancy A. Diamond, Julie A. Furst-Bowe, Edmund J. Hansen, Madelyn M. Healy, Barbara B. Kaplan, Victoria M. Littlefield, Henryk R. Marcinkiewicz, Lisa A. Mets, Judith E. Miller, Karen M. Peters, William M. Timpson, Ben Ward, Gary Wheeler

Section I: Organizational Change in the Academy and POD

Edith A. Lewis
Diversity and Its Discontents: Rays of Light in the Faculty Development Movement for Faculty of Color
Two faculty development conferences held within a six-day period during October, 1998, yielded important experiences and lessons for faculty and professionals interested in working with faculty of color. This paper, written from the standpoint of a faculty member of color, outlines the strengths and challenges of working on these issues in higher education institutions.

Kay Herr Gillespie
The Challenge and Test of Our Values: An Essay of Collective Experience
Departing from a specific experience at the 1998 POD conference, the values of the organization—most specifically and directly the "valuing of people"—were challenged and put to the test of whether or not we genuinely and sincerely strive to actualize our values. This situation is generalizable to our daily professional and personal lives, and the essay invites readers’ reflection through an examination of our values in combination with the story. The challenge continues, and the test is not finished.

Christine A. Stanley and Mathew L. Ouellett
On the Path: POD As A Multicultural Organization
Since 1993, the Professional and Organizational Development Network (POD) has made an increasingly stronger commitment to becoming a multicultural organization. Poised at the entrance to a new century, it seems useful to examine the current standing of this goal in the context of the overall growth and development of POD. In this article the authors take stock of the organization's history related to multiculturalism, discuss POD's current organizational strengths and challenges related to models of multicultural organizational development, and offer suggestions for further progress on the path to becoming a
multicultural organization.

Barbara L. Cambridge
The Scholarship of Teaching and Learning: A National Initiative
As part of the scholarship of teaching and learning, faculty members study the ways in which they teach and students learn in their disciplines, and campuses foster this scholarship at the institutional level. A national initiative called the Carnegie Academy
for the Scholarship of Teaching and Learning constitutes three programs to engage and support individuals, campuses, and disciplinary associations in this form of scholarly work. This article describes the Pew Scholars Fellowship Program, the Campus Program, and the Work with Scholarly Societies and invites participation of campuses in this exciting initiative.

Mike Laycock
QILT: An Approach to Faculty Development and Institutional Self-Improvement
In a climate of increasing emphasis on quality assurance and extra-institutional quality scrutiny, the author argues that faculty developers have a role in encouraging an enhancement-led culture. Faculty ownership of, and responsibility for, continuous
quality improvement can help to provide an engagement with teaching and learning issues and may help to overcome resistance and mistrust. At the University of East London, UK, an enabling, whole-institutional framework called QILT (Quality Improvement in Learning and Teaching), whereby faculty create and implement funded improvement plans, has helped to
generate this culture.

Joan K. Middendorf
Finding Key Faculty to Influence Change
To succeed in getting faculty to accept new teaching approaches, academic support professionals can benefit from the literature on planned change. By understanding the different rates at which faculty accept change, we can also identify the faculty most
likely to lead their colleagues to accepting new approaches. Opinion Leaders can offer insight into faculty reactions to new approaches; their involvement in project planning can influence acceptance. Innovators, when selected carefully, can demonstrate and test new teaching approaches. Knowledge of when and how to involve these two kinds of faculty can reduce frustration and enhance efforts to spread new ideas about teaching and learning.

Section II: Collaborations and Partnerships

Milton D. Cox and D. Lynn Sorenson
Student Collaboration in Faculty Development: Connecting Directly to the Learning Revolution
Although faculty developers have worked successfully with faculty to focus on ways to enhance learning and listen to student voices, developers have rarely formed partnerships with students. This article reviews established practices involving students directly in faculty development, such as student observer/consultant programs. It also describes the nature, dynamics, and outcomes of some interesting new programs involving students in teaching development activities, thereby empowering students to join developers as change agents of campus culture. Finally, the article raises issues for faculty developers to reflect on as
they consider establishing direct connections—partnerships—with students.

Randall E. Osborne, William F. Browne ,Susan J. Shapiro, and Walter F. Wagor
Transforming Introductory Psychology: Trading Ownership for Student Success
As colleges struggle to maintain enrollments, many have shifted from a primary focus on recruitment of new students to an increased focus on retaining students once they begin attending the college or university. An examination of introductory courses on our campus, however, revealed significant differences between faculty perceptions of student skills and the actual skills students brought into the classroom. This prompted shifts in the manner in which we teach introductory psychology on our campus in order to enhance the skills necessary for success in survey courses and to provide a foundation of learning and
thinking skills that would translate to other courses. These changes have resulted in enhanced consistency between sections of the course, increased cooperation between faculty teaching the course, and enhanced performance on the success measures we
outlined for this project. This systematic transformation of the course and immediate and long-term outcome data are fully explored in this paper.

Mei-Yau Shih and Mary Deane Sorcinelli
TEACHnology: Linking Teaching and Technology In Faculty Development
As a coordinator of teaching technologies and director of a center for teaching in a large research university, we have worked collaboratively over the last year to achieve a common goal: to implement and refine several faculty development initiatives that
create linkages among the domains of teaching, learning, and technology. In this case study, we will describe the kinds of programs we've developed and summarize lessons we've learned. We hope that faculty developers on other campuses who are grappling with how to define their mission related to technology and how to work with faculty to integrate teaching and technology can adapt some of what has worked well for us.

Philip G. Cottell Jr., Serena Hansen and Kate Ronald
From Transparency toward Expertise: Writing-Across-the-Curriculum as a Site for New Collaborations In Organizational, Faculty, and Instructional Development
This paper will inform readers about a comprehensive approach to collaborative efforts between faculty developers, discipline specific faculty, and writing specialists. Miami University's Richard T. Farmer School of Business Administration has begun to support a team of writing specialists, led by a faculty developer. This team has worked with business faculty to build a model of collaboration for using Writing-Across-the-Curriculum that addresses some of the shortcomings of earlier models. This paper recounts the successful use of this new model in one accounting class.

Myra S. Wilhite, Joyce Povlacs Lunde and Gail F. Latta
Faculty Teaching Partners and Associates: Engaging Faculty as Leaders in Instructional Development
Special interest discussion groups provide opportunities for faculty to address specific instructional issues in a variety of areas including technology, distance learning, general teaching topics, pre-tenure issues, honors teaching, and the like. In 1995, to leverage the Teaching and Learning Center’s resources, outstanding classroom teachers were invited to provide leadership for discussion groups by serving as Partners or Associates. This paper describes how an inexpensive faculty discussion-group leadership program maximizes a teaching improvement center’s resources, makes innovative teaching visible, and provides peer models for other faculty while helping promote an overall institutional culture that actively supports teaching excellence.

Roseanna G. Ross, Anthony Schwaller and Jenine Helmin
Creating a Culture of Formative Assessment: The Teaching Excellence and Assessment Partnership Project
In a year-long, grant-supported collaborative effort, St. Cloud State University’s Assessment Office and Faculty Center for Teaching Excellence created a Classroom Assessment Techniques (CATs) faculty development project. This project was targeted at departments across campus at St. Cloud State University, with the intent of creating a university climate of formative assessment while improving teaching and learning. This article describes the purposes, stages of implementation, and results of the project as measured by a pre-test and post-test survey. The pre- and post-test surveys indicate that the project was highly effective in impacting the use of CATs among participants and their departmental colleagues.

Section III: Examining Assumptions About Teaching and Faculty Development

Carolin Kreber and Patricia Cranton
Fragmentation Versus Integration of Faculty Work
Present faculty development practice encourages new faculty to integrate teaching, research, and other aspects of academic work early in their careers. By drawing on both the cognitive and the developmental psychology literature, we propose integration as an advanced stage of adult development that comes about as a result of extensive experience and expertise. We argue that faculty should be advised to focus on either research or teaching at different times during their early years and that integration of professorial roles should only be expected at a later stage. We discuss the implications of such an approach for faculty development.

Stephen Brookfield and Stephen Preskill
Getting Lecturers to Take Discussion Seriously
In this paper we examine how faculty resistant to experimenting with discussion methods can be encouraged to take them seriously. We begin by acknowledging and addressing publicly the objections to using discussion most frequently raised by skeptical faculty. We then turn to proposing what we believe are the most common reasons why attempts to use discussion sometimes fail: that teachers have unrealistic expectations of the method, that students are unprepared, that reward systems in the classroom are askew, and that teachers have not modeled their own participation in, and commitment to, discussion
methods. For each of these reasons we suggest a number of responses and strategies.

Martha L. A. Stassen
"It’s Hard Work!": Faculty Development in a Program for First-Year Students
Academic programs designed specifically for first-year students provide an important opportunity for faculty growth. This article contributes to the limited literature on this topic through a qualitative analysis of interviews with faculty members who taught in an experimental living-learning community for first-year students at a Research One Public University. The analysis suggests at least four dimensions of faculty growth as a result of their involvement in first-year programs. In addition to outlining the types of impact this experience has on the faculty involved, the article suggests the implications of these findings for faculty development.

Virginia S. Lee
The Influence of Disciplinary Differences on Consultations with Faculty
In recent years researchers have begun to investigate the nature of disciplinary differences in higher education and their implications for teaching and learning. While researchers have studied several aspects of disciplinary differences, they have given comparatively little attention to the significance of these differences for faculty development. After reviewing selective, representative studies from the literature on disciplinary differences, this paper develops a general framework for determining how the characteristics of a discipline influence the dynamics of the consulting relationship using the example of the hard
sciences. It explores what kinds of discipline-specific knowledge will be important for consultants and under what circumstances and the implications for effective consulting strategies. The paper concludes with recommendations for future research in this area.

Delivee L. Wright
Faculty Development Centers in Research Universities: A Study of Resources and Programs
The purpose of this study was to compile updated information on resources and programs of faculty/instructional development centers in Carnegie classification Research I and Research II universities. It allows centers across the country to see where they stand in regard to a number of specific aspects of center operation. Size of institution, mission, resources, budgets, and staffing vary greatly, while activities and services have a greater degree of similarity. The data reveal a number of questions for further study and discussion.

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Vol. 19, 2000 -- Editor, Deborah Lieberman; Associate Editor, Catherine Wehlburg

Barbara L. Cambridge
Fostering the Scholarship of Teaching and Learning: Communities of Practice
As part of the scholarship of teaching and learning, faculty members study the ways in which they teach and students learn in their disciplines, and how campuses foster this scholarship at an institutional level. A national initiative called the Carnegie Academy for the Scholarship of Teaching and Learning constitutes three programs to engage and support individuals, campuses, and disciplinary associations in this form of scholarly work In To Improve the Academy (Vol. 18) this program was discussed. The article this year offers examples of individual faculty and campus initiatives centered o the scholarship of teaching and learning.

Irene W. D. Hecht
Transitions and Transformations: The Making of Department Chairs
When we talk about a need for leadership in higher education, we are in fact demanding that chairs be leaders. Is there then another level of transition that is required today of those who become chairs? Is task mastery a guarantee of being a leader? If there are other adaptations needed, what might they be? That is the focus of this exploration. This chapter examines the theory behind leadership and applies to it models that are aligned with the leadership skills needed for successful chair leadership. This article specifically addresses the role of faculty developers in supporting department chairs in their roles as institutional leaders and visionaries.

Thomas Ehrlich
Education for Responsible Citizenship: A Challenge for Faculty Developers
Higher education professionals need clearer, stronger frameworks for the integration of both civic and moral learning and the more common cognitive learning that occurs in traditional classrooms. This article addresses when and why this author chose to focus on community service-learning as a way to reengage in direct work with students and other civic responsibilities. His discussion focuses on student acquisition of academic knowledge and skills through service-learning and the study of ethical dilemmas facing professionals in different fields. He proffers in-depth discussion on service-learning programs championed by the Carnegie Foundation and addresses how these programs working with faculty across the country ground their philosophy in moral and civic responsibility. Finally, and in some ways most importantly, he discusses how all of us in higher education need clearer, stronger frameworks for the integration of both civic and moral learning and the more common cognitive learning that occurs in the traditional classrooms.

James Francisco Bonilla and Patricia R. Palmerton
A Prophet in Your Own Land? Using Faculty and Student Focus Groups to Address Issues of Race, Ethnicity, and Gender in the Classroom
In this study, six focus groups of faculty and students addressed issues of how race, ethnicity, and gender affected their classroom experiences. Consistent themes emerged across all groups, including feeling unsafe and vulnerable, concerns about equity, power, and role modeling. As importantly, the research process itself became a vehicle for growth and change in the community at large, both inside and outside the classroom. Six recommendations are offered for those who seek innovative approaches to addressing race and gender in the classroom.

Milton D. Cox
Faculty Learning Communities: Change Agents for Transforming Institutions into Learning Organizations
In my 20 years of faculty development, I have found faculty learning communities to be the most effective programs for achieving faculty learning and development. In addition, these communities build communication across disciplines, increase faculty interest in teaching and learning, initiate excursions into the scholarship of teaching, and foster civic responsibility. They provide a multifaceted, flexible, and holistic approach to faculty development. They change individuals, and over time, they change institutional culture. Faculty learning communities and their "graduates" are change agents who can enable an institution to become a learning organization. In this article I introduce faculty learning communities and discuss ways that they can transform our colleges and universities.

Thomas A. Angelo
Doing Faculty Development as if We Value Learning: Most: Transformative Guidelines from Research to Practice
If producing high-quality student learning is American higher education's defining goal, how can faculty development best contribute to its realization? In response to that question, this essay synthesizes theories, findings, and strategies from a variety of literatures into seven transformative ideas which, taken together, have the potential to make our mental models of and approaches to faculty development more effective. It also offers seven guidelines based on these ideas, as well as related, practical strategies for doing faculty development as if student learning matters most.

L. Dee Fink
Higher-Level Learning: The First Step toward More Significant Learning
In order to design significant learning experiences for students, teachers first need to be able to formulate powerful and challenging goals for their courses. This essay describes a taxonomy of higher-level learning that consists of six kinds of learning: foundational knowledge, application, integration, the human dimension, motivation, and learning how to learn. The argument is made that this taxonomy goes beyond the familiar taxonomy of Benjamin Bloom and encompasses a wide range of goals that are currently advocated by many national organizations and scholars in higher education. The taxonomy can be used to design better courses, choose among alternative teaching strategies, and evaluate teaching.

Nira Hativa
Clarity in Teaching in Higher Education: Dimensions and Classroom Strategies
This essay presents research knowledge regarding the main dimensions of effective teaching in higher education, concentrating on clarity in teaching, and its components--classroom behaviors and strategies that promote clear teaching. On this basis, I suggest arranging all dimensions and classroom strategies of effective teaching within a logical structure of interconnected teaching behaviors whose contribution to student learning is based on theory and research. The model organizes all dimensions and strategies of effective teaching in three hierarchical levels and is illustrated by successively breaking down clarity in teaching into intermediate dimensions and classroom behaviors and strategies. The model may help faculty understand how classroom strategies work-how they contribute to the higher dimensions of effective teaching, and eventually to student learning. In this way, understanding the model may promote faculty knowledge of and motivation for adopting and using effective strategies in teaching, and their perception of teaching as a scientific activity rather than a disorganized and random collection of isolated techniques with no scientific rationale and structure.

Patrick Nellis, Helen Clarke, Jackie DiMartino, and David Hosman
Preparing Today's Faculty for Tomorrow's Students: One College's Faculty Development Solution
Valencia Community College in Orlando, Florida, has created a faculty development program underwritten for the past five years by a US Department of Education Title III Strengthening Institutions Grant. Our program rose from a deliberate desire to build active, collaborative faculty teams that would, in turn, build active, collaborative classrooms; our results demonstrate that faculty development programs based on observable and measurable outcomes can positively affect student academic performance and persistence. This essay details this faculty development project.

Michael B. Paulsen
After Twelve Tears if Teaching the College-Teaching Course
This essay provides a detailed presentation of the perspectives, approaches, activities, material, and evaluative information that characterize and distinguish a formal, credit-earning, semester-long graduate course in college teaching. This report is based on the author's experiences and reflections drawn from, and expressed after, 12 years of teaching the college-teaching course. Based on an intensive study of advances in theory and research related to teaching, learning, learners, and diversity; students engage in 1) actual teaching, in which they integrate learning theory and other pedagogical knowledge with the content knowledge of their own subject-matter areas; 2) extensive theory and research informed observation and analysis of the teaching of others; 3) the giving and receiving of detailed, theory and research informed feedback about the teaching and learning that they have practiced and observed; and 4) the creation of pedagogical content knowledge essential to advancement of the scholarship of teaching.

Kathleen S. Smith
Faculty Development that Transforms the Undergraduate Experience at a Research University
Rethinking the undergraduate experience at research universities is a necessary goal for the new millennium according to the Boyer Commission on Educating Undergraduates(1998). Faculty development efforts provide a starting place for a transformation of the traditional teaching-learning model. This essay describes the faculty development support structure included in a FIPSE sponsored program to promote learning by inquiry. The Center for Undergraduate Research Opportunities (CURO) at the University of Georgia meshes teaching and research so that undergraduate students become participants in the strengths of a research university by becoming part of a community of learners.

Michael J. Strada
The Case for Sophisticated Course Syllabi
Just as the last thing a fish would notice is water, academics tend to overlook the value of a comprehensive course syllabus. It seems too prosaic for some instructors to take seriously. Despite operating largely in obscurity, a nascent body of literature appreciative of the syllabus' latent potential is emerging. The distinguishing features of model syllabi are traced here and their respective benefits analyzed. First and foremost, good syllabi enhance student learning by improving the way courses are taught. But the potential of syllabi can also be tapped by using them more prominently in the faculty evaluation process. Much slower to develop has been an awareness of how exemplary syllabi can forge substantive links among three curricular levels of the academy often proceeding randomly: individual courses, programs of study at the departmental level, and general studies requirements at the institutional level. The assessment movement now sweeping American higher education can broaden its analytical base by recognizing the exemplary syllabus as a rare fulcrum uniting each of the three academic levels pursuing institutional mission statements.

Constance Ewing Cook
The Role of a Teaching Center in Curricular Reform
Instructional consultants can play a crucial role in curricular reform. They gather evaluation and assessment data about the current curriculum so that faculty decisions about improvements are based on empirical evidence. They organize and facilitate meetings and retreats at which faculty make curricular decisions, and they provide pedagogical expertise and resources to help with course design and enhancement. They also provide ongoing data for formative evaluation of the new curriculum. Examples from the University of Michigan's Center for Research on Learning and Teaching illustrate instructional consultants' contributions to the curricular reform process.

Sean Courtney
Technology and the Culture of Teaching and Learning
Faculty development professionals in postsecondary institutions face many challenges helping faculty adapt to the new forms of information technology. Chief among them is understanding how technology is forcing us to rethink current classroom practices. To aid this effort, this essay identifies and analyzes six key dimensions of traditional cultures of teaching and learning and attempts to show how technology, particularly computer-mediated forms, is transforming their meaning and potential impact.

Gloria Pierce
Developing New Faculty: An Evolving Program
This essay describes the evolution of a program for the development of new faculty at a public teaching university. The year-long process of orienting the newest professors to the campus and assisting them with their scholarship and teaching results in additional (albeit unplanned and unexpected) benefits, such as professional renewal of senior faculty who serve as advisors and enhanced functioning of the university itself. Vital to the program's success is the productive involvement of key campus constituencies and responsiveness to feedback.

Jane Birch and Tara Gray
Publish, Don't Perish: A Program to Help Scholars Flourish
Faculty often believe that if they do not publish, they will perish. Faculty developers can respond to this need by helping faculty increase their scholarly productivity. Research shows that faculty are more productive if they write for 15-30 minutes daily, organize their writing around key sentences, and get extensive feedback on drafts. This article evaluates a program hosted on two campuses that aimed at supporting 115 faculty achieve these goals. Throughout the program, participants kept records of time they spent writing and the number of pages they wrote and at the end of the program, they were surveyed. These data reveal that if participants continued to write and revise prose at the rate they did during the program, they would produce 75 published pages per year. According to survey results, 83% of participants would participate in the program again, and 95% would recommend it to their colleagues.

Carolin Kreber
Designing Teaching Portfolios Based on a Formal Model of the Scholarship of Teaching
Many universities now encourage, and some even require, faculty to submit a teaching portfolio as part of their tenure application package. How to evaluate these portfolios, however, remains as unresolved issue, particularly if the task is to make a judgment about whether what is demonstrated in the portfolio reflects engagement in the scholarship of teaching. The thesis of this chapter is that judgments regarding the validity and truthfulness of a teaching portfolio can be made by assessing the extent to which the author has attended to an agreed-upon process of knowledge construction and validation in teaching. A model of the scholarship of teaching is proposed that could guide the design and evaluation of portfolios and an illustration of the process is given.

Gerlese S. Akerlind and Kathleen M. Quinlan
Strengthening collegiality to Enhance Teaching, Research, and Scholarly Practice: An Untapped Resource for Faculty Development
Collegiality lies at the intersection of various aspects of academic practice, including teaching as well as research. As such, assisting junior faculty in learning to build their collegial networks becomes a powerful point of intervention for faculty developers, even for those who focus on teaching development. Data from interviews with faculty engaged in both teaching and research, plus our experiences in conduction a series of career building initiatives are analyzed to identify junior faculty perceptions of the role of collegiality and barriers to establishing collegial ties. Two main barriers are identified: 1) knowing that collegiality and networking is important, and 2) knowing how to go about establishing oneself as a colleague. Recommendations are then offered to faculty developers for working with junior faculty to help address each of those barriers, drawing on the author's experiments with various workshops and forums.

Sally S. Atkins, Kathleen T. Brinko, Jeffrey A. Butt, Charles S. Claxton, and Glenda T. Hubbard
Faculty Quality of Life
An interdisciplinary research team conducted a formal assessment of campus culture and faculty quality of life at Appalachian State University. Interviews with a stratified random sample of full-time, tenure-track faculty revealed five themes: 1) the importance of human relationships, 2) the deep commitment of faculty to student learning, 3) general satisfaction with academic life, 4) the personal sacrifice of faculty members for their work, and 5) perceptions of incongruence between institutional rhetoric and action. Recommendations are offered for readers to apply to their own universities to help faculty, staff, students, and administrators work together toward becoming an institution that is a true community of learners.

Joan Middendorf
Getting Administrative Support for Your Project
For faculty development professionals to succeed with projects, we need the help of key administrators. More than anyone else, they can link our efforts to campus priorities, help us understand the decision-making system and facilitate our efforts. This essay describes six steps for gaining and maintaining administrative support for projects. The steps entail 1) knowing administrator needs, 2) identifying likely supporters, 3) maintaining good working relationships, 4) involving the sponsors, 5) evaluating the sponsors' commitment, and 6) recognizing the support of sponsors. Collaboration with administrators and application of the stages is illustrated with a case study if Indiana University's Freshman Learning Project.

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Vol. 20, 2001 -- Editor, Deborah Lieberman; Associate Editor, Catherine Wehlburg

Peter D. Eckel
Institutional Transformation and Change: Insights for Faculty Developers
This chapter presents a series of insights about the process of institutional change and how leaders might implement it. Since the majority of energy goes into what the institution should do, little attention in higher education is given to how institutions should go about change. Based upon six years of work with 24 diverse institutions working on a range of change agendas in two projects, this chapter presents some conceptualizations of change and offers some language to discuss the type of intended change that might be useful for faculty developers and other campus leaders. It identifies three key elements in the change process and offers insight on strategies to implement them. It then connects these elements to the important role of faculty developers.

Richard G. Tiberius
A Brief History of Educational Development: Implications for Teachers and Developers
An historical review of the practice of educational development identified four belief systems about teaching and learning that shape the practice. Each system is characterized by an assumption about the teacher's role: content expert; performer, who makes learning happen; facilitator, who encourages learning through interaction; and helper, whose relationship with learners is a vehicle for learning. The good news is that even teachers who are limited to only one of these belief systems can be successful. On the other hand, developers must have an appreciation for more than one belief system if they are to be successful at helping teachers.

Barbara Cambridge
Linking Change Initiatives: The Carnegie Academy for the Scholarship of Teaching and Learning in the Company of Other National Projects
The scholarship of teaching and learning provides an overarching framework for progress on a number of important educational issues today. The Carnegie Academy for the Scholarship of Teaching and Learning encourages connections with other national projects that deal with issues such as defining student learning outcomes, building an infrastructure of support, and establishing evidence for purposes of accountability in mutually supportive ways. Connecting such efforts honors faculty time in the midst of multiple demands and raises the likelihood of significant, lasting impact on the quality of teaching and learning.

Terrel Rhodes
Could It Be That It Does Make Sense: A Program Review Process for Integrating Activities
This chapter presents a model for a comprehensive program review process that can be used on any campus. Faculty developers maintain a critical role in a campus-wide initiative. This model is based upon the development of institutional priorities that guide the development of goals and objectives for academic units across the campus. The program review process is based on a core of regularly produced institutional data that can be used by all units to inform decision-making. The review process is conducted on an annual or biannual basis with periodic major review coinciding with accreditation visits. The ultimate success of the model is tied to making budgetary and resource allocation decisions based on the assessment that grows out of the program review process.

Nadia Cordero de Figueroa and Pedro A. Sandin-Fremaint
Getting Started with Faculty Development
As a result of an academic senate decision to reconceptualize the baccalaureate, the Rio Piedras campus of the University of Puerto Rico began, in late 1994, a major transformational process that has led it to rethink itself as a community of learners. One of the principal instruments of change has been our Center for Academic Excellence, created in early 1998 as a result of the transformational process. This chapter discusses the process that led to the creation of the center, as well as its structure, activities, and vision for the future. We hope that our experience will be useful to those institutions thinking about venturing into the area of faculty development.

Linda von Hoene, and Jacqueline Mintz
Research on Faculty as Teaching Mentors: Lessons Learned from a Study of Participants in UC Berkeley's Seminar for Faculty Who Teach with Graduate Student Instructors
This chapter describes the results of a research study of the University of California, Berkeley's annual seminar for faculty teaching with Graduate Student Instructors (GSIs). It demonstrates that such a faculty development activity can have a significant impact not only on faculty mentoring of GSIs but also on faculty teaching, attitudes, and behaviors vis-à-vis teaching and learning in higher education. The chapter presents an overview of the seminar, a description of the format and methodology of the research project, and qualitative and quantitative outcomes.

David G. Way, Virleen M. Carlson, and Susan C. Piliero
Evaluating Teaching Workshops: Beyond the Satisfaction Survey
Workshops are a prevalent approach to fostering instructional development for both teaching assistants (TAs) and faculty. Frequently we evaluate workshops by asking participants to fill out a satisfaction- oriented survey at the end. To what degree do such surveys evaluate adequately the workshop's long-term effect on participants' learning? The authors explicate earlier investigative work on transfer of training, and present the results of a follow-up survey to two groups of TA workshop participants designed to assess the degree to which conditions theoretically conducive to the transfer of training exist as their institution.

Mona B. Kreaden
Mandatory Faculty Development Works
This chapter tells the story of a successful, ongoing, mandatory faculty development program. It explains the historical reasons why a business school in a large, urban Research I institution felt the need to make their program mandatory, examines how it was developed, and the university faculty development program's role in the process. The author makes the case that mandatory programs can be successful in faculty development when they are administered by an outside credible entity, are faculty driven, and guarantee confidentiality.

Wayne Jacobson, Jim Borgford-Parnell, Katherine Frank, Michael Peck, and Lois Reddick
Operational Diversity: Saying What We Mean, Doing What We Say
Diversity issues, ranging from individual learning styles to institutional equity, are central to teaching and learning, but identifying and addressing these issues is a formidable task. At the Center for Instructional Development and Research (CIDR), our staff is gaining ground on this work through the Inclusive Practices Portfolio, a collaborative forum for documenting, sharing, and supporting our individual and organizational diversity initiatives. The process of developing the center's portfolio and the portfolio itself are mechanisms for change within the center and a model for change at our institution and beyond.

HeeKap Lee and Amy Lawson
What Do the Faculty Think? The Importance of Concerns Analysis in Introducing Technological Change
Change management strategies tend to focus on the inherent characteristics of the proposed change. However, there is a personal side to change and it is reflected in what are called perceptions or personal concerns. To manage change successfully, facilitators must take measures to understand the personal concerns had by those who are required to implement the change. Moreover, this concerns analysis should be done early in the project, ideally before the change is implemented. The purposes of this chapter are to explain the importance of conducting a concerns analysis and to propose a theoretical framework for concerns analysis. The framework has been developed based on a case study of an information technology innovation project in a theological seminary. While these approaches are ideally suited for higher education settings, they are also relevant outside the academy.

Timothy P. Shea, Pamela D. Sherer and Eric W. Kristensen
Harnessing the Potential of Online Faculty Development: Challenges and Opportunities
This chapter explores several issues regarding the current state of online faculty development resources. First, it describes the breadth and depth of today's online teaching and learning resources. Then, it explains the benefits of designing an institutional teaching and learning center portal as a means for organizing and focusing resources. Finally, it discusses the importance of the faculty developer's role in harnessing these resources for individual and institutional advantage. The online portal provides a powerful tool for institutional change on a scale heretofore impossible for most, and puts faculty development at the center of an institution's mission.

Saundra Y. McGuire and Dennis A. Williams
The Millennial Learner: Challenges and Opportunities
Students enrolled in college today are, in many respects, quite different from students enrolled a few decades ago. Learners today seem more focused on being credentialed, and less concerned with obtaining a broad-based, liberal arts education. Today's faculty may find it challenging to provide engaging learning activities for this generation of students. Millennial educators must instill in students a desire to think critically and provide them with strategies that will make them more efficient learners. Campus learning centers and faculty development centers can work together to foster an academic climate that helps all students to realize their full academic potential.

Fred Hebert and Marty Loy
The Evolution of a Teacher-Professor: Applying Behavior Change Theory to Faculty Development
This chapter introduces the sage, the thinker, the builder, and the master as four evolutionary archetypes to use as identifiable characters in the process of teaching development. Once defined, behavior change theory is applied, and stage-specific strategies are used to aid these archetypes in their evolutionary process.

Joan Middendorf and David Pace
Overcoming Cultural Obstacles to New Ways of Teaching: The Lilly Freshman Learning Project at Indiana University
Evidence has been accumulating for over a decade that approaches such as collaborative and active learning have potential for creating real increases in student learning. Yet on many campuses these ideas are having little impact on what is actually happening in classes and in the formation of institutional practices. What are the cultural obstacles that are preventing the exploration of new ways of teaching and how can these be overcome? In this chapter we will describe cultural obstacles that prevent the adoption of new ways of teaching. After presenting a few opportunities created by the current sense of crisis in the university classroom that can help offset these obstacles, the Lilly Freshman Learning Project (FLP) is outlined. The main portion of the chapter details the multiple strategies we used to overcome cultural obstacles. The chapter concludes by presenting eight strategic principles for getting new ways of teaching to take hold.

Kathleen McKinney
Instructional Development: Relationships to Teaching and Learning in Higher Education
The purpose of this chapter is to review recent literature on instructional development in higher education. More specifically, it defines and illustrates instructional development as a major component of faculty development. Next, it reviews research on how development activities are associated with teaching and learning. Finally, it argues there is a critical need for additional research and offers suggestions for accomplishing that research agenda.

Linda B. Nelson
The Graphic Syllabus: Shedding a Visual Light on Course Organization
Students rarely understand how a course is organized from the week-by-week topical listing in traditional syllabi. This chapter explains a teaching tool called a graphic syllabus, which elucidates (and may improve) course design/organization and increases student retention of the material. It may resemble a flow chart or diagram or be designed around a graphic metaphor with another object. Included here are materials, experiences, and graphic syllabi from a workshop conducted several times on how to compose one (involving about 115 faculty and faculty developers). Graphic representations of test-based material appeal to the visual learning preferences of today's students and complement distance and computer-assisted learning as well as traditional classroom instruction.

Stephen D. Brookfield
Teaching Through Discussion as the Exercise of Disciplinary Power
The French philosopher Michel Foucault spent much of his lifetime analyzing the way in which power flows through all human interactions, including those of discussion groups within higher education. His analysis of disciplinary power and surveillance is directly applicable to the practice of discussion-based teaching.

John P. Hertel, Barbara J. Millis, and Robert K. Noyd
A Modified Microteaching Model: A Cross-Disciplinary Approach to Faculty Development
Three departments at the United States air force Academy successfully used a microteaching model to train new faculty. Like other models, its structured approach used videotaping and peer coaching. The model also contained several unique features, including a cross-disciplinary approach to supplement feedback from department members and focused small group feedback with built-in preparation time. Thus, this model results not only in enhanced teaching performance, but also in departmental and institutional collegiality.

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Edward Zlotkowski
September 11, 2001, as a Teachable Moment
The Opening Plenary at the 2001 POD Conference was given by Edward Zlotkowski. Using the reactions to the events of September 11, 2001, as an example, he urged those in higher education to search out opportunities for academically based civic engagement and to focus on Boyer=s concept of the scholarship of engagement.

Michele DiPietro
The Day after: Faculty Behavior in Post-September 11, 2001 Classes
What is the best thing to do in the classroom in the face of a tragedy like the terrorist attacks of September 11, 2001? What should instructors do to help students, if anything? This article describes the results of a faculty survey at Carnegie Mellon University. Faculty reported what actions they took in the classroom to help their students (or their rationales for not mentioning the attacks), and their degree of confidence in the effectiveness of their behaviors. Statistical techniques are used to assess the significance of some trends, and implications for faculty developers are discussed in light of cognitive, motivational, and developmental theories.

Deborah DeZure
Internationalizing American Higher Education: A Call to Thought and Action
In the wake of the World Trade Center disaster, many faculty developers are asking themselves what they do to promote international peace and understanding. But even before these events, there has been an indication that there was a pressing need to focus on global competencies as an important part of higher education for the 21^st century. The purpose of this essay is threefold: 1) to summarize the research on the status of internationalization on American campuses, 2) to make the case for the active involvement of faculty developers in internationalizing higher education, and 3) to offer strategies with which we can begin or expand our efforts.

Edward Nuhfer and Delores Knipp
The Knowledge Survey: A Tool for All Reasons
Knowledge surveys provide a means to assess changes in specific content learning and intellectual development. More important, they promote student learning by improving course organization and planning. For instructors, the tool establishes a high degree of instructional alignment, and, if properly used, can ensure employment of all seven best practices during the enactment of the course. Beyond increasing success of individual courses, knowledge surveys inform curriculum development to better achieve, improve, and document program success.

Patricia Kalivoda, Josef Broder, and William K. Jackson
Establishing a Teaching Academy: Cultivation of Teaching at a Research University Campus
The University of Georgia (UGA) has worked hard over the last 22 years to increase the respect and reward for teaching through the faculty development programs of the office of instructional support and development and through the establishment of two campus-wide teaching awards. Looking for a means to extend a celebration of teaching beyond one-time recognition or one-time participation, the university established a campus-wide teaching academy. The purpose of this chapter is to chronicle the evolution of the teaching academy that was founded at the University of Georgia in 1999. The mission, goals, membership, funding, and programs and activities of the teaching academy will be described, as well as the faculty development programs and teaching awards that laid the foundation for the teaching academy.

Barbara J. Millis
Using Cooperative Games for Faculty Development
Learning through games has been going on for centuries. Faculty developers, however, are only now realizing the impact of well-structured and well-planned games. They not only educate engaged faculty members, but they can also motivate them. This chapter discusses the educational value of games, reveals their key underlying principles, and offers two examples of successful faculty development (scavenger hunt and Bingo) that can be replicated on any campus.

Milton D. Cox
Proven Faculty Development Tools That Foster the Scholarship of Teaching in Faculty Learning Communities
Faculty learning communities have played a key role in the development of the scholarship of teaching and learning at Miami University of over 20 years. This chapter describes a sequence of developmental steps, evidence of success, and supporting documents and artifacts that can guide faculty developers in a community approach to the development of this scholarship.

Kathleen S. Smith
Assessing and Reinvigorating a Teaching Assistant Support Program: The Intersections of Institutional, Regional, and National Needs for Preparing Future Faculty
This chapter discusses an assessment of an 11-year old teaching assistant (TA) support program at a Research I institution. The TA support program was developed on the premise that professional preparation of teachers includes fundamental teaching competencies or skills that can be identified, developed, and evaluated (Simpson & Smith, 1993; Smith & Simpson, 1995). The purpose of this longitudinal study was to identify and enhance the institutional enabling factors that help graduate teaching and laboratory assistants in performing their duties and in using their graduate experience to prepare for careers at a variety of academic institutions.

Laurie Bellows and Joseph R. Danos
Transforming Instructional Development: Online Workshops for Faculty
Two vastly different institutions, the University of Nebraska, Lincoln and Delgado community college, cooperated in the delivery of online faculty development workshops in syllabus construction. This chapter describes the experiences of a flagship university and an urban community college in employing electronic delivery of the same workshop content to their respective faculty members. It shares successful and unsuccessful strategies, nuts and bolts, and the discovery of an unexpected, pleasant irony: the technology that can separate and isolate us has the potential to bring us together, as though we were on electronic legs in a virtual Athenian agora.

Sheryl Burgstahler
Accommodating Students with Disabilities: Professional Development Needs of Faculty
Faculty members play an important role in making academic programs accessible to postsecondary students with disabilities. However, instructors do not always possess the knowledge, experiences, and attitudes that result in the most inclusive environment for these students. A literature review was conducted to explore what faculty members need to know about accommodating students with disabilities in their courses and how they can best gain this knowledge. These results were used to develop a comprehensive set of training options that can be used with postsecondary instructors nationwide. The content of these options focuses on legal issues, accommodation strategies, and resources. Modes of instruction include on-site training, printed materials, distance learning, web-based self-paced instruction, and video presentations.

Douglas Robertson
Integrity in Learner-Centered Teaching
Learner-centered teaching challenges teachers with inherent conflicts and can be viewed as a conflicted educational helping relationship. This chapter explores fundamental conflicts in learner-centered teaching as well as ways to handle them constructively. Learner-centered teacher integrity is seen as the degree to which contradictory demands on the teacher (e.g., facilitating learning as well as evaluating it) are brought into synergistic relationship. A process for enhancing these synergies is suggested. This discussion emerges from a line of work that attempts to further develop the learner-centered teaching role in higher education (Robertson, 1996, 1997, 1999a, 1999b, 2000a, 2000b, 2000c, 2001).

Richard G. Tiberius, John Teshima, and Alan R. Kindler
Something More: Moments of Meeting and the Teacher-Learner Relationship
The Boston Group, drawing upon developmental and clinical research, has identified special moments in human interaction that they call "moments of meeting." These moments can occur spontaneously within the context of ongoing relational interaction and can effectively restructure relationships. We think of these moments of meeting as pivotal moments because of their potentially pivotal effect on relationships. In this chapter we briefly describe the theory underlying these moments of relational change, using examples from education. Then we suggest strategies that may help teachers participate creatively in such moments. Finally, we explore the implications of this theory for the concept of authenticity.

Candyce Reynolds
Undergraduate Students as Collaborators in Building Student Learning Communities
Colleges and universities have recently used the concept of learning communities as a strategy to improve undergraduate student learning. This chapter describes a learning community approach where upper-division undergraduates serve as mentors for freshman and sophomore students and develop and sustain learning communities with faculty partners. The impact of this program is described and implications are discussed.

X. Mara Chen, Ellen M. Lawler, and Elichia A. Venso
Improving Teaching and Learning: Students' Perspectives
Despite much debate among educators over methods to improve the climate and effectiveness of teaching and learning, very limited effort has been directed toward seeking input from students. In this study, a survey of students' opinions regarding college teaching and learning was given in six courses with 163 students completing the survey. This chapter analyzed the survey results and proposed specific strategies that professors can use to make teaching engaging as well as informative, and thus, to enhance student learning.

Deborah A. Lieberman and Alan E. Guskin
The Essential Role of Faculty Development in New Higher Education Models
There is a growing interest in and active discussion about new educational environments, which shift the emphasis of education from faculty and their teaching to students and their learning. This shift enables us to view the education of students in multiple educational environments beyond the traditional model of faculty teaching students in a classroom. Combining both different instructional roles and educational settings into new higher education models of undergraduate educate education will demand that faculty learn new roles. It also holds out the hope that reducing the demands on faculty time and increasing the availability of other institutional resources will enhance the quality of faculty work- life. To successfully address factors like financial constraints and accountability while creating, implementing, and sustaining new higher education models will require the commitment of a number of significant groups in the institution. Among the most important will be the work of faculty development professionals and the centers they lead.

Michael Anderson and Virginia Baldwin
Are They Really Teachers? Problem-Based Learning and Information Professionals
Traditionally, working with teaching faculty is the primary consulting role for most faculty development professionals. The boundaries, however, are not always clear regarding instructional assistance that is provided to other personnel. This chapter demonstrates how collaboration among faculty consultants and information specialists can result in enhanced library utilization and better research-related instruction. Our model uses problem-based learning (PBL) as a vehicle for teaching research and retrieval skills in either a single class experience or in multiple classroom visits with an engineering librarian.

Carolin Kreber
Embracing a Philosophy of Lifelong Learning in Higher Education: Starting with Faculty Beliefs about Their Role as Educators
Recent events on the international political scene point to a need to teach course content and learning skills that focus on issues of equity and diversity, understanding of the local culture and differences among cultures; learning for ethics, citizenship, and democracy, interpersonal skills; and an ability to make informed and responsible value judgments. These, among others, are important aspects of lifelong learning. To embrace a philosophy of lifelong learning in higher education it seems paramount to focus on faculty beliefs about teaching to encourage a critical interrogation of course and program goals. The chapter concludes with several suggestions for the practice of faculty development.

Laura Bush, Barry Maid, and Duane Roen
A Matrix for Reconsidering, Reassessing, and Shaping E-Learning Pedagogy and Curriculum
Educational stakeholders are increasingly engaged in discussions about the effective design, distribution, and evaluation of e-learning. We invite educators to build on already existing scholarship as they make future e-learning decisions. Specifically, we combine four categories of academic scholarship from Boyer (1990) with six assessment criteria from Glassick, Huber, and Maeroff (1997) to construct a matrix that may be applied to any post-secondary learning or teaching context. We argue that while each medium in which faculty might find themselves teaching differs from others, the teaching itself, and effective teaching in general, is definable and, therefore, can be evaluated using the matrix.

Vol. 22, 2004 – Editor, Catherine M. Wehlburg; Associate Editor, Sandra Chadwick-Blossey

Section I:  Past, Present, and Future of SoTL

Kathleen McKinney
The Scholarship of Teaching and Learning:  Past Lessons, Current Challenges, and Future Visions 
This chapter reviews the complex history of the scholarship of teaching and learning (SoTL) including SoTL as a social movement and various conceptualizations of the term.  Based on extant work, I also discuss past lessons, current challenges, and future directions for SoTL.  Additional theorizing and research are needed in many areas.  Suggestions related to faculty and organizational development and change are imbedded in this discussion.

Section II:  Assessment and Faculty Development

D. Lynn Sorenson and Timothy W. Bothell
Triangulating Faculty Needs for the Assessment of Student Learning

To enhance assessment of student learning, the Brigham Young University (BYU) Faculty Center undertook a needs assessment to guide new initiatives.  Researchers reviewed results from the National Survey of Student Engagement and an earlier BYU faculty survey.  In addition, they conducted a qualitative study with faculty and administrators.  The qualitative study can serve as a model for other faculty developers considering new initiatives.  The findings raised thought-provoking issues for faculty development, particularly faculty readiness.  As a result of this research, the center bolstered current services and developed new ones to support the assessment of student learning.

Phyllis Blumberg
Documenting the Educational Innovations of Faculty: A Win-Win Situation for Faculty and the Faculty Development Center

Compiling faculty members’ teaching innovations into an annual campus-specific publication allows others to learn about these ideas and adapt them.  This chapter will describe 1) the process used to develop such a Document of Innovation, 2) the types of innovation abstracted, and 3) this document’s impact on an institution.  A dissemination process including individual meetings with campus leaders provides greater visibility for the Teaching and Learning Center and the featured faculty.  An analysis of these annual publications yield comprehensive data about the campus’ faculty, their innovative teaching trends, and describes the current teaching climate on the campus.

Timothy W. Bothell and Tom Henderson
Evaluating the Return on Investment of Faculty Development

How can the return on investment of faculty development be determined?  One way to do this is through the application of a highly replicated and reported return on investment (ROI) process.  This chapter reviews briefly an ROI process used by organizations throughout the world, a process that has been the basis for over 100 published studies and is the most validated and reported ROI process used for determining the monetary impact of learning.  The process utilizes a five-level framework and a step-by-step ROI process model.  These components are reviewed in this chapter and an example of return on investment based on student retention in a Freshman Seminar Program is explained. 

Pamela M. Milloy and Corly Brooke
Beyond Bean Counting: Making Faculty Development Needs Assessment More Meaningful

Faculty development centers face many challenges including shrinking resources while providing an increasing array of programs and services to enhance learning.  Needs assessment can be seen as a valuable tool to help centers focus efforts to meet the most salient needs relevant to the institutional mission.  This chapter describes a faculty development needs assessment project that was implemented at a large public institution.  Data collected was used to focus programming and guide decision-making.  Based upon a presentation at the 2002 POD conference, selected needs assessment findings and their programmatic implications for the center are presented.

Section III: Curriculum Design and Evaluation

Marlene M. Preston
Color-Coded Course Design: Educating and Engaging Faculty to Educate and Engage Students

In a weeklong seminar, “Course Design to Foster Student Engagement and Learning,” faculty created course charts to reflect their various plans for an upcoming semester.  With colorful Post-it Notes, they applied theoretical principles of course design.  Participating in the kind of active environment they might want to create for students, faculty constructed their charts, rearranged the components to achieve balance across the semester, and discussed the plans with their colleagues.  This case study includes the rationale for and description of “Color-Coded Course Design,” a process that allows faculty to recognize and experience the power of an active classroom.

Margaret K. Snooks, Sue E. Neeley, and Kathleen M. Williamson
From SGID and GIFT to BBQ: Streamlining Midterm Student Evaluations to Improve Teaching and Learning

Faculty members want feedback about ways to improve learning.  Midterm assessments are more useful than end-of-term student evaluations.  Not all institutions provide faculty development consultants.  This chapter presents and innovative process appropriate for institutions currently without teaching enhancement centers.  The Bare Bones Questions (BBQ) process consists of empathic trained colleagues facilitating students’ evaluative discussions.  Students and faculty members are overwhelmingly positive about the process piloted for the past three years.  Students’ suggestions can include simple changes in classroom environment or enhanced sensitivity to cultural diversity.  BBQ may build intra-institutional collegiality by reducing the isolation of teaching.

Barbara J. Millis
A Versatile Interactive Focus Group Protocol for Qualitative Assessments

A highly flexible focus group protocol captures efficiently and economically useful data for immediate and longitudinal course and program assessment.  Special features include an index card activity that deals with satisfaction levels and a Roundtable/Ranking activity that allows participant-generated judgments about the most positive and the most negative features of a course or program.  These later activities, with data displayed in an Excel histogram and in a colored-coded Word table, can be used for what is called a “Quick Course Diagnosis” (QCD).

Section IV: Faculty Development Tools

David J. Langley, Terence W. O’Connor, and Michele M. Welkener
A Transformative Model for Designing Professional Development Activities

A new model for professional and organizational development is presented based on concepts derived from Wilber (2000) and Astin (2001).  The model consists of an individual/public dimension and a reflection/performance dimension.  Four quadrants that result from connecting these dimensions are formed: 1) individual reflection, 2) public reflection, 3) individual performance, and 4) public performance.  We believe this model offers faculty developers a framework for designing thoughtful programs to aid faculty in meeting the wide range of internal and external demands that confront higher education institutions.

Scott E. Hampton, Craig D. Morrows, Ashleah Bechtel, and Marjorie H. Carroll
A Systematic, Hands-On, Reflective, and Effective (SHORE) Approach to Faculty Development for New and Seasoned Faculty

The purpose of the faculty development program for teaching Introduction to Psychology in this study is to further develop skills for new and seasoned faculty to enable them to teach and inspire students more effectively.  This Systematic, Hands-On, Reflective, and Effective (SHORE) approach provides a forum to practice teaching skills, gain familiarity with course material, incorporate classroom management techniques, evaluate teaching effectiveness, and build a cohesive teaching team.  Evaluative feedback indicates the approach positively affects both the faculty and 1,100 students annually.  Implications for faculty development programs and research are also discussed.

Peter Felten, Deandra Little, and Allison Pingree
Foucault and the Practice of Educational Development:  Power and Surveillance in Individual Consultations

A common goal of educational development is to create a neutral, “safe” place for clients in individual consultation.  Such an approach, while well intentioned, obscures the multifaceted web of power threading through and around our work.  Using Michel Foucault’s theories of sovereign and disciplinary power, we trace the forms that power can take in specific types of consultations (small group instructional diagnosis, course evaluations, and videotape).  While power is always “dangerous,” it is less likely to be damaging if we are conscious of its presence and impact-and of our own participation in its complexity.

Ellen N. Junn, Ellen Kottler, Jacqueline K. Coffman, Pamela H. Oliver, and Fred Ramirez
Approaching Faculty Development Support From the Grassroots:  Establishment of an Innovative, Formal, Untenured Faculty Organization

This chapter describes an innovative faculty support program designed for untenured faculty and full-time lecturers.  Working closely with members of the administration, untenured faculty and full-time lecturers established and created a voluntary, formal, cross-departmental faculty organization called the ULO (Untenured Faculty and Full-Time Lecturer Organization).  The ULO has formal bylaws, elected officers, and a mission that initiated activities all designed to support junior faculty and full-time lecturers within the college.  Even within its initial year, this organization offered a significant variety of meaningful support activities with positive outcomes.  The activities include formation of a Research Writing Workgroup, workshops on the tenure and promotion process, teaching brown bags, greater opportunities for leadership development and service, reduced sense of faculty isolation (Fullan, 1993) and stress, and enhanced collegial social opportunities.  Discussed here are activities, current accomplishments, strengths, challenges, caveats, and recommendations.

Mathew L. Ouellett and Christine Stanley
Fostering Diversity in a Faculty Development Organization

Since 1994, the Professional and Organizational Development Network in Higher Education (POD) has articulated a goal of becoming a more multicultural organization.  In support of this goal, POD sponsors two key initiatives: travel and internship grants.  This chapter offers an historical overview of the first nine years of these programs, selected perspectives from participants on the individual and organizational benefits of these initiatives, and a context within which to explore how POD is evolving as a multicultural organization and how it may benefit from increased attention to diversity related issues in the future.

Nancy Van Note Chism
Playing Well With Others: Academic Development as a Team Sport

An important first step to attacking significant institutional problems is working across the organizational silos that encompass campus units.  This chapter draws upon an experience in collaboration through which an academic development center chose to partner with a variety of campus units to address a vexing problem facing many campuses: unacceptable rates of first-year student retention.  The chapter then goes beyond the case to identify the kinds of collaborations that can be created to treat other pressing academic issues and highlight characteristics of successful collaborations that academic development centers can initiate or join.

Section V: Student Learning and Faculty Development

Kenneth France
Problem-Based Service-Learning: Rewards and Challenges with Undergraduates

Students in three Abnormal Psychology sections participated in problem-based service learning (PBSL). Desired learning outcomes included humanizing persons diagnosed with mental health disorders and more fully appreciating challenges experienced by such individuals. Students completing the PBSL projects evidenced decreased negative feelings and increased positive feelings toward consumers of mental health services. According to the community partners, students made valuable contributions to both the organizations and the mental health consumers served by those organizations. Students saw the activity as being challenging and rewarding. 

Debbie Williams, Doug Foster, Bo Green, Paul Lakey, Ray Lakey, Foy mills, and Carol Williams
Effective Peer Evaluation in Learning Teams

Evaluating student performance in learning teams is challenging. This chapter reviews the student learning team and peer evaluation literature. The authors share the results of their experience using four rubrics for peer evaluation in student learning teams. Student learning teams involve forming students into teams for the semester to enhance their active learning. A portion of the course grade is dedicated to team quizzes, activities, and projects. The authors conclude that peer evaluation data should be used both formatively and summatively to enhance team cohesion and accountability and provide their preferred rubric for the peer evaluation process. Usage of forced differentiation in peer evaluation is discussed. A mathematical formula for calculating the impact of peer evaluations in learning teams on course or team project grades is presented.

Deborah Willis and Barbara J. Millis
An International Perspective on Assessing Group Projects

The value of group work for enhancing learning is well documented. However, to maximize the impact of group work on student learning, faculty should carefully consider course design and assessment. This chapter draws on research, policy, and practice from the US, Canada, Australia, and New Zealand to emphasize the importance of adopting an integrated approach to group work through careful planning. Guidelines emphasize ways to provide for the responsive, responsible assessment of group projects.

Kevin Kecskes, Amy Spring, and Devorah Lieberman
The Hesburgh Certificate and Portland State University’s Faculty Development Approach to Supporting Service Learning and Community-University Partnerships

Service learning now has a prominent home in hundreds of diverse campuses across the nation. Developing service-learning expertise and other community-campus partnership enhancement strategies for faculty requires innovation. Recently, Portland State University’s Center for Academic Excellence received the Theodore M. Hesburgh Certificate of Excellence for Community-University Partnerships. This chapter outlines the center’s three-tiered approach to supporting and sustaining civic engagement practices that are sensitive to individual needs on campus and in the community, while also working toward ongoing departmental and institutional transformation.

Section VI: Faculty Development With Part-Time Instructors

Karen Krupar
Making Adjunct Faculty Part of the Academic Community

Hundreds of adjunct faculty in four-year colleges and universities teach over 45% of the courses, especially in the general education programs, but few institutions have chosen to construct adjunct faculty development programs that integrate these faculty into the instructional community. Metropolitan State College of Denver, recipient of a Title III grant to build an adjunct development program received a TIA-CREF Hesburgh Award of Excellence in 2001 for its innovative adjunct support activities. This chapter articulates the features of this successful program and its effect on the adjunct faculty cohort at the college.

Chris O’Neal & Jennifer Karlin
Graduate Student Mentors: Meeting the Challenges of the Ongoing Development of Graduate Student Instructors

Training and mentoring Graduate Student Instructors (GS Instructors) at large institutions presents three challenges to instructional developers:  1)  training numerous GS Instructors from multiple departments, 2)  the vast array of duties GS Instructors need training in, and 3)  the continual sophistication of GS Instructors.  Here we describe how the College of Engineering at the University of Michigan has met these challenges through the use of Graduate Student Mentors (GS Mentors).  GS Mentors are experienced GS Instructors who are trained to mentor and advise their peers.  We discuss how the GS Mentors are selected, trained, and supervised, and how they have helped to meet the challenges outlined above.

Vol. 23, 2005 – Editor, Sandra Chadwick-Blossey; Associate Editor, Douglas Reimondo Robertson

Section I: Faculty Development in a Climate of Change

Lion F. Gardiner
Transforming the Environment for Learning: A Crisis of Quality

This chapter addresses academic leaders and summarizes research findings on the conditions needed to produce learning and student development in higher education at the level required by society, and our relative success in doing this. It attempts to make clear the urgency for change that exists in the way in which we conduct our educational affairs.  It describes the causes of less-than-optimal learning, outlines 10 key elements for effectively managing learning in complex institutions, presents eight steps required to lead a successful transformation in an institution or unit, and provides resources with detailed information and guidance.

Robert M. Diamond
The Institutional Change Agency: The Expanding Role of Academic Support Centers

Higher education is going through significant changes stimulated by the rapid growth of the internet, the increasing globalization of higher education, and the ever-pressing question of institutional quality.  New modes of educational delivery through virtual networks are breaking the traditional mold of instructional provision.  New players, new pedagogies, and new paradigms are redefining higher education.  The rules are changing, and there is increased pressure on institutions of higher education to evolve, adapt, or desist.

Patricia M. Dwyer
Leading Change: Creating a Culture of Assessment

In Leading Change, John Kotter (1996) outlines an eight-step process to effect major organizational change.  At Shepherd College, the assessment process that evolved into a culture of assessment mirrors the steps that Kotter describes.  In 1998, Shepherd College found itself in a predicament that many colleges and universities can relate to: slated for an accreditation visit in 2002 with campus assessment efforts stalled at every turn.  A new director organized an assessment task force, established a template for assessment plans and reports, and began grassroots education about assessment.  Over the four years, a vision that aligned assessment with improving student learning effected dramatic changes in attitudes about assessment.

Connie M. Schroeder
Evidence of the Transformational Dimensions of the Scholarship of Teaching and Learning: Faculty Development Through the Eyes of SoTL Scholars

This analysis began from two unlikely starting pints: a favorite Marcel Proust quote below that has nothing to do with faculty development but could, and Pat Hutchings (2000) descriptive quote, “The scholarship of teaching and learning (SoTL) is characterized by a transformational agenda” (p.8). Do SoTL faculty development programs foster transformation? Is there evidence of a transformational process and transformative learning? The project summaries of eight SoTL scholars were analyzed for evidence of transformation.  The evidence for transformation of landscapes of learning, teaching, scholarship, and self are explored from SoTL scholars’ perspectives in a faculty development program, providing insight into and support for transformational faculty development.

Alan C. Frantz, Steven A. Beebe, Virginia S. Horvath, JoAnn Canales, and David E. Swee
The Roles of Teaching and Learning Centers

This chapter shares findings from a survey of teaching and learning centers on college and university campuses in the United States.  Topics addressed include organizational infrastructure, assessment and accountability, factors/challenges contributing to successful implementation, and a list of functions and program offerings found in teaching and learning centers across the country.

Section II: Quality of Work Life for Faculty and Faculty Developers

Kathleen T. Brinko, Sally S. Atkins, and Marian E. Miller
The Quality of Life of Faculty Development Professionals

Responses to a questionnaire revealed that faculty development professionals typically juggle several roles-which they find to be energizing-and typically balance multiple challenges and stressors-which they feel they handle well.  These faculty developers are enthusiastic about and, in many cases, sustained by their work because they find opportunities for lifelong learning, professional growth, and meaningful work.

Christine M. Cress and Jennifer L. Hart
The Hue and Cry of Campus Climate: Faculty Strategies for Creating Equitable Work Environments

Quantitative and qualitative data from faculty at a large public research university provide contrasting work life experiences for faculty of color and white faculty.  Significant differences are evident regarding teaching and research, institutional priorities, individual goals, job satisfaction, and sources of stress.  Specific faculty strategies for creating equitable environments are highlighted.

Libby Falk Jones
Exploring the Inner Landscape of Teaching: A Program for Faculty Renewal

To improve the quality of faculty life, Berea College developed a yearlong program exploring teaching as a vocation.  Sixteen faculty from different departments participated in the series of seven experiential, dialogic sessions.  Participants reported experiencing increased empathy and patience, deeper engagement with their work, a stronger sense of community, and encouragement to meet the challenges of being educators.

Cathie J. Peterson
Is the Thrill Gone? An Investigation of Faculty Vitality Within the Context of the Community College

This single institutional case study investigated faculty vitality within the context of the community college by answering the following research questions: What are the characteristics of vital faculty within the community college? What effect does the environment have on faculty vitality? What do the vital faculty do to maintain their vitality? Qualitative research methods were employed to study the lives of the faculty within their naturalistic setting, thereby giving voice to the vital community college faculty.

Section III: Best Practices for Faculty Development

Catherine M. Wehlburg
Using Data to Enhance College Teaching: Course and Departmental Assessment Results as a Faculty Development Tool

This chapter highlights the need for using assessment of student learning outcomes data to guide teaching-related faculty development decision-making. Literature on the topic suggests that using assessment results to inform faculty development discussions makes better use of both the assessment data and the time spent in faculty development.  Feedback and consultations regarding feedback seem to be important variables in determining if changes in teaching will occur.  Types of assessment data that may especially inform teaching-related conversations are discussed.

Kathryn M. Plank, Alan Kalish, Stephanie V. Rohdieck, and Kathleen A. Harper
A Vision Beyond Measurement: Creating an Integrated Data System for Teaching Centers

Assessing the work of teaching and learning centers is crucial to maintain the support of our institutions; however, collecting and interpreting the right data can be a challenge.  This chapter explores practical strategies for integrating assessment into daily work flow in order to generate information that accurately measures our impact, helps others understand and value our work, and enables us to improve what we do without creating a major “add-on” task. We discuss ways to measure, track and report work, and share means to use data for both summative and formative purposes that we hope will make the work of faculty developers easier, better, and appreciated.  

Phyllis Blumberg and Justin Everett
Achieving a Campus Consensus on Learning-Centered Teaching: Process and Outcomes

Fifty faculty and staff members attended a consensus conference on learning-centered teaching.  Within small groups, participants agreed that 1) this approach develops student responsibility for their learning; 2) a consistently implemented philosophy yields a culture of learning-centered teaching, and 3) graduates of such programs become lifelong learners, self-directing, self-initiating leaders.  Not all participants agreed that they could fully implement this method.  They emphasized that support by administrators is a prerequisite to making changes in teaching approaches.  However, the conference effectively determined levels of agreement and stimulated discussion.  Results were consistent with the literature on learning-centered teaching.

Richard A. Holmgren
Teaching Partners: Improving Teaching and Learning by Cultivating a Community of Practice

The Teaching Partners Program and its follow-up activities demonstrate that a carefully designed faculty development program can shift a campus culture to derive significant, measurable benefits for faculty and students.  The program seeks to transform the institutional culture from one in which teaching is sequestered behind closed doors to one that supports substantive conversations about both the learning-teaching process and the methods by which that process might best be facilitated.  Following Shulman’s (1993) lead, the program opens the doors of the classroom, reenvisions teaching as community property, and nurtures informed and sustaining discussions of teaching.

Kim M. Mooney, Traci Fordham, and Valerie D. Lehr
A Faculty Development Program to Promote Engaged Classroom Dialogue: The Oral Communication Institute

The St. Lawrence University faculty development program in oral communication promotes and enhances teaching strategies and philosophies for productive and civil classroom discourse. Started in January 2002, the Oral Communication Institute (OCI) provides a sustained forum in which faculty explore the relationship among oral communication, critical thinking, and deep learning.  In addition to creating discourse communities, the OCI affords participants opportunities to develop strategies for interactive, reflective student learning.  This chapter addresses the essential components for developing an oral communication institute: clear teaching and learning goals, a deliberate format and curriculum, experiential pedagogy, and opportunities for faculty dialogue and reflection.

Rona J. Karasik
Whispers and Sighs: The Unwritten Challenges of Service-Learning

Documentation of the benefits of service-learning abound, and published case studies of successful service-learning programs may be found for a variety of disciplines.  Faculty new to service-learning, however, are likely to find themselves facing a variety of unexpected challenges. While these challenges are neither insurmountable nor unknown to experienced service-learning practitioners, they can make starting a service-learning program remarkably time-consuming and unnecessarily frustrating. Unfortunately, pitfalls and program flops are rarely published. This chapter forewarns some of the challenges associated with service-learning and offers realistic approaches to dealing with them successfully.

Judi Hetrick
Junior Faculty Participation in Curricular Change

Participation in curriculum change can be both a necessity and a professional landmine for junior faculty members. They do not, however, have to choose between sitting on the sidelines or sacrificing young careers by working for large-scale change. This chapter presents the elements of successful curriculum change, roles junior faculty can play, and roles they should avoid –or accept with caution.

Laurie Bellows and Ellen Weissinger
Assessing the Academic and Professional Development Needs of Graduate Students

This chapter will describe the results of a survey that assessed the self-perceived career goals and academic and professional development needs of master’s and doctoral-level graduate students at the University of Nebraska-Lincoln. Both graduate students (n=440) and graduate program coordinators (n=23) were surveyed to provide an empirical basis for developing a strategic plan for graduate student academic and professional development activities. Results suggested that doctoral and master’s students express different developmental needs, and that doctoral students’ needs differed at different stages of their academic career. Implications for practice inherent in the survey findings are discussed, and the benefits of broadening the definition of graduate student training and development are examined.

Mary Rose Grant
Faculty Development in Community Colleges: A Model for Part-Time Faculty

Historically, part-time faculty have not received the same development opportunities as full-time faculty. This study surveyed current practices in faculty development for both full-time and part-time faculty in 232 public two-year colleges throughout the United States. Over 90% reported that they had a formal faculty development program for both faculty cohorts, funded with 1%-5% of their operating budgets. About one half of the colleges designated a faculty development coordinator, used needs assessment to determine program content, and evaluated program outcomes. Results of this study were used to design a generic model for part-time faculty development.

Patricia Hanrahan Valley
Entertaining Strangers: Providing for the Development Needs of Part-Time Faculty

For institutions of higher education that have increasingly relied upon part-time faculty members to meet the needs of a rapidly changing society, the challenge has been to provide adequate preparation and development opportunities for these instructors, many of whom have never taught before. This study investigated the characteristics of the part-time faculty, the extent to which they believed they had been oriented by the institution to assume their teaching roles, and their reported need for selected professional development activities at Embry-Riddle Aeronautical University’s Extended Campus, an institution employing more than 2,800 adjuncts. The data provided by the needs assessment were instrumental in developing programs for part-time faculty development.

Nancy Van Note Chism
Promoting a Sound Process for Teaching Awards Programs: Appropriate Work for Faculty Development Centers

Examination of a sample of teaching awards programs at colleges and universities in the United States shows that the selection process for most is not based on explicit criteria, evidence that matches the criteria, and announced standards for making judgments about the candidates. If teaching awards programs are to be effective on any level, whether serving as a symbol of institutional commitment, affirming good teachers, or inspiring others to teach well, the quality of their selection process must be credible. This chapter provides recommendations for how faculty development centers can help their institutions to craft a selection process that will enhance their existing programs or help shape new ones.

Vol. 24, 2006 – Editor, Sandra Chadwick-Blossey; Associate Editor, Douglas Reimondo Robertson

James Downey
An Adventure on POD’s High Cs: Culture, Creativity, and Communication in the Academy: A Humanist Perspective

Keynote address given at the November 2004 POD Conference in Montreal, Quebec

Section I: Reflections and Propositions

Raoul A. Arreola
Monster at the Foot of the Bed: Surviving the Challenge of Marketplace Forces on Higher Education

The impact of technology on society has caused a paradigm shift in the basic support for higher education. Where higher education was traditionally supported as a function of government, the knowledge explosion and global economy resulting from the impact of computer and other technologies is moving the underlying support of higher education to the marketplace. There is evidence that traditional academic strategies and practices that were successful under the old paradigm may no longer be working. Twelve suggestions are offered for revolutionary changes that the academy must make in order to survive, even thrive, in the new paradigm.

Leora Baron
The Advantages of a Reciprocal Relationship Between Faculty Development and Organizational Development in Higher Education

No campus organization exists in a vacuum, nor can it afford to be an island unto itself. Thus the functions of faculty development need to be viewed in the context of the entire institution. The effectiveness of faculty development, and sometimes its very survival, are dependent to a large extent on its ability to influence and participate in organizational development outside of its own confines. This chapter suggests practical ways in which faculty development can contribute to, and indeed benefit from, a reciprocal relationship with institutional organizational development.

Marc Cutright
A Different Way to Approach the Future: Using Chaos Theory to Improve Planning

Strategic planning is a good idea that gets a bad name from dubious efforts carrying the title. Much of this rap comes from half-hearted exercises, but some of it comes from efforts that founder due to faulty or limited conceptions of how the future “works.” Chaos theory is an alternative approach and metaphor with potential to let us see the future and its dynamics in new ways. Cognizance of chaos’s nature and underlying structure might help us do planning in new, non-intuitive, and more successful ways.

George Keller
The New Demand for Heterogeneity in College Teaching

The past half century has brought an astounding increase in U.S. college and university enrollments. The rapid rise of mass higher education has forced major changes at every institution and is reshaping the U.S. higher education enterprise. Each college needs to ask itself what the huge expansion means for future faculty hires, programs, and modes of teaching.

Patricia Cranton
Not Making or Shaping: Finding Authenticity in Faculty Development

Authenticity is defined as a multifaceted concept that includes self-awareness, awareness of others, genuine relationships, awareness of contextual constraints, and living a critical life. Authenticity develops over time and with experience; a developmental continuum for authenticity is discussed. Drawing on a three-year research project on authenticity in teaching in higher education, this chapter suggests ways in which faculty developers can help foster authentic practice.

Chantal S. Levesque, G. Roger Sell, James A. Zimmerman
A Theory-Based Integrative Model for Learning and Motivation in Higher Education

The shared mission of higher education institutions is to develop educated persons who are able to make connections and build on knowledge acquired across disciplines and fields and through various life experiences. This chapter offers a theory-based model that can be used by researchers and practitioners to enhance academic learning and motivation. Educators can create learning environments that move students from external regulation to self-determined forms of motivation. This model is used to describe conditions that enhance/restrict learning. It also has the potential to be used to interpret research on teaching and learning in higher education.

Phyllis Worthy Dawkins, Andrea L. Beach, Stephen L. Rozman
Perceptions of Faculty Developers About the Present and Future of Faculty Development at Historically Black Colleges and Universities

The development of faculty at Historically Black Colleges and Universities (HBCUs) has been a challenge and commitment since their inception before and after the civil war. Historically, faculty have assumed many roles, but they primarily sought to address the needs of black students. The HBCU Faculty Development Network, founded in 1994, has been instrumental in providing a platform to showcase accomplishments and challenges in education at this unique group of colleges and universities. To address future needs, we surveyed the membership to explore current program goals and influences, practices, and new directions. The results are compared with data for the Professional and Organizational Development Network in Higher Education, with some significant differences discovered.

Linda C. Hodges
Preparing Faculty for Pedagogical Change: Helping Faculty Deal With Fear

How receptive faculty are to changing their pedagogical approach is a complex issue, but one factor that impedes change is the fear of taking a risk. Underlying this fear may be the fear of loss, fear of embarrassment, or the fear of failure. Addressing these issues can empower faculty to be more innovative in their teaching. Drawing on research literature, personal teaching narratives, and my own work in faculty development, I discuss some of these underlying fears. I then offer concrete strategies for working with faculty to enable them to overcome these emotional barriers and embrace change.

Section II: Innovations and Outcomes

Peter Seldin
Tailoring Faculty Development Programs to Faculty Career Stages

College faculty progress through a series of sequential career stages. Each is characterized by different motivations and professional development needs. Yet, too often, faculty developers rely on hunches rather than empirical data to guide programming decisions. This chapter describes the important research findings of a just completed national study to determine the different programming interests and needs of more than 500 beginning, mid-career, and senior-level faculty in the United States.

Kevin J. Kecskes, Sherrill B. Gelmon, Amy Spring
Creating Engaged Departments: A Program for Organizational and Faculty Development

Portland State University encourages faculty participation in service-learning by providing faculty with individual incentives to support and reward them. Now, in recognition of this central role of the department in higher education, administrators interested in creating sustained civic engagement initiatives on campus are looking to the department as a strategic leverage point for change. This chapter investigates a yearlong engaged department initiative and finds that a collective approach can (re)connect individual faculty to their initial motivations for engaging in the profession, to a community of scholars, to their students, and also to their surrounding community.

Dorothy J. Bach, Marva A. Barnett, Jose D. Fuentes, Sherwood C. Frey
Promoting Intellectual Community and Professional Growth for a Diverse Faculty

Minority faculty retention is key to increasing faculty diversity at most colleges and universities. Because retention depends on individual faculty choice and administrative tenure decisions, institutions need to help junior faculty develop a tenurable profile and enhance their desire to remain at their institution. This chapter examines a fellows program that supports beginning faculty in developing successful long-term careers, taking into account research on helping diverse faculty members thrive. It also presents strategies for establishing viable peer support networks and partnerships with senior consultants and for creating programming that ensures new faculty successfully transition into teaching, research, and the university community.

Bonnie B. Mullinix
Building It for Them: Faculty-Centered Program Development and eManagement

This chapter documents the effectiveness of a responsive, multilevel, web-based system for identifying and responding to faculty interest and needs for training and development. A case-based description illustrates the advantages of using a web-facilitated approach to schedule sessions according to faculty interest and availability. From needs assessment survey, to session design and scheduling, to registration, communication, and monitoring of participation, to evaluation and feedback, this integrated system has proven effective in engaging faculty. Data collected over two years of program implementation is shared and implications for the design, facilitation, and evaluation of such approaches are considered.

Donna M. Qualters, Thomas C. Sheahan, Jacqueline A. Isaacs
An Electronic Advice Column to Foster Teaching Culture Change

First year engineering students receive most of their teaching from instructors outside of engineering. As a result, these instructors are typically not a teaching community with a shared commitment to engineering student learning. Retention of engineering students is strongly tied to the quality of teaching, thus addressing collective teaching quality is important. This chapter describes the development of a carefully crafted, electronically distributed advice column on teaching developed by an interdisciplinary editorial team, written under the pseudonym Jonas Chalk. Surveys of Chalk Talk readers indicate that this is an effective means to promote teaching culture change.

Barbara J. Millis
Helping Faculty Learn to Teach Better and “Smarter” Through Sequenced Activities

Faculty developers can help faculty learn to intentionally sequence assignments and activities to promote greater learning when they understand the convergent research-with its practical implications for teaching-on how people learn, on deep learning, and on cooperative learning. Such a sequence includes a motivating out-of-class assignment (homework), in-class “processing” that includes active learning and student interactions, and feedback and assessment, often given in multiple ways. This approach is modeled through two examples using graphic organizers.

Patricia Armstrong, Peter Felten, Jeffrey Johnston, Allison Pingree
Practicing What We Preach: Transforming the TA Orientation

Brookfield (1995), Schon (1983), and others articulate the necessity and complexity of being critically reflective in our work. Indeed, the value of critical reflection is inherent to educational development as a field in that we frequently encourage such thinking in our consultations with instructors. But practicing what we preach can be difficult. This chapter reflects on an experiment in the transformation of a teaching assistant orientation, a central event of our teaching center. We not only describe and assess the process of revising this orientation, but we also reflect on the implications of this case for broader programming issues in faculty and teaching assistant development.

Laurel Willingham-McLain, Deborah L. Pollack
Exploring the Application of Best Practices to TA Awards: One University’s Approach

This chapter explores how to adapt best practices from the general literature on teaching awards in higher education to graduate student teaching assistant (TA) awards. Although most criteria apply, they must be fitted to the career stage and aspirations of TAs. The Duquesne University Graduate Student Award for Excellence in Teaching serves as a case study demonstrating how these practices can be modified to both recognize excellent teaching and promote the professional development of graduate student instructors.

Chris Carlson-Dakes, Alice Pawley
Expeditionary Learning: A Low-Risk, Low-Cost, High-Impact Professional Development Model

We describe a low-risk, low-cost, high-impact professional development program to help faculty, instructional staff, postdoctoral fellows, and graduate students create space in their lives to explore the diversity of their campus community and reflect on beliefs about teaching and learning in higher education. Along with small group discussions, participants have “expeditions” onto campus to explore learning situations and academic life in ways that they have never before experienced. We describe our theoretical model, programmatic and evaluation structure, and some participants’ insights into why they participated and what they learned from our first implementation.

Harriet Fayne, Leslie Ortquist-Ahrens
Learning Communities for First-Year Faculty: Transition, Acculturation, and Transformation

To enhance new faculty members’ chances for teaching and career success, Otterbein College piloted a yearlong learning community program and encouraged first-year faculty to participate. Four new faculty members took part in opportunities designed to enhance their teaching, to orient them more fully to a new institution and student body, to foster collegial community, to encourage reflective practice, and to introduce them to the scholarship of teaching and learning. This qualitative case study tracks their developmental trajectory, which led them from an initial concern with self and survival to an eventual focus on student learning.

Helen M. Clarke, Philip E. Bishop
Faculty Competency by Design: Model for Institutional Transformation

For a decade, Valencia Community College has striven for a faculty development program with direct impact on student learning. The college succeeded by designing faculty learning with the same logic we apply to student learning. Valencia’s program for new tenure-track faculty focuses on significant faculty learning outcomes, a learning-centered pedagogy, high standards of scholarship, and continuous program assessment. The college’s Teaching/Learning Academy and a coordinated tenure process have cultivated new learning leaders and created a fresh partnership among deans and faculty members. This developing process of new-hire faculty development has been pivotal to Valencia’s learning-centered transformation.