Print this page Share

To Improve the Academy: Resources for Faculty, Instructional, and Organizational Development, Volume 32

James E. Groccia (Editor), Laura Cruz (Associate Editor)
ISBN: 978-1-118-74643-1
416 pages
October 2013, Jossey-Bass
To Improve the Academy: Resources for Faculty, Instructional, and Organizational Development, Volume 32 (1118746430) cover image


An annual publication of the Professional and Organizational Development Network in Higher Education (POD), To Improve the Academy offers a resource for improvement in higher education to faculty and instructional development staff, department chairs, faculty, deans, student services staff, chief academic officers, and educational consultants.

Contents include:

  • Evidence-based changes in faculty and organizational development
  • Creative collaboration between faculty and technologists
  • Integrating research on teaching and learning and the practice of teaching
  • Formal and informal support for pretenure faculty
  • Strategies to support senior faculty
  • Faculty development and productivity
  • Using e-portfolios in hybrid professional development
  • Developing a faculty learning community grounded in the science of how people learn
  • Assessing the long-term impact of a professional development program
  • An analysis of faculty development scholarship
  • Program planning, prioritizing, and improvement
  • A consultations tracking database system for improving faculty development consultation services
  • Graduate assistant development
  • Using undergraduates to prepare international teaching assistants for the American classroom
  • Tracking perceptions of preparation for future faculty competencies
  • Student consultants of color and faculty members working together toward culturally sustaining pedagogy
  • Measuring student learning to document faculty teaching effectiveness
  • Learning with mobile apps
  • Slow pedagogy, curriculum, assessment, and professional development
  • Principles of video games that can enhance teaching
  • The Reacting to the Past pedagogy and engaging the first-year student
See More

Table of Contents

About the Authors xiii

Preface xxix

Acknowledgments xxxv

Ethical Guidelines for Educational Developers xxxvii

PART ONE New Paradigms for Faculty and Organizational Development

1. Navigating the New Normal: Evidence-Based Changes in Faculty and Organizational Development 3
Terre H. Allen, Holly Harbinger, Donald J. Para

2. Envisioning Creative Collaboration between Faculty and Technologists 21
Gail A. Rathbun, Sally Kuhlenschmidt, David Sacks

3. Fostering a Growth Mind-Set: Integrating Research on Teaching and Learning and the Practice of Teaching 39
Beth A. Fisher, Carolyn L. Dufault, Michelle D. Repice, Regina F. Frey

PART TWO Faculty Development Audience and Partners

4. Formal and Informal Support for Pretenure Faculty: Recommendations for Administrators and Institutions 59
Gwendolyn Mettetal, Gail M. McGuire

5. Keeping the Fire Burning: Strategies to Support Senior Faculty 73
Michael J. Zeig, Roger G. Baldwin

6. Enhancing Vitality in Academic Medicine: Faculty Development and Productivity 89
Megan M. Palmer, Krista Hoffmann-Longtin, Tony Ribera, Mary E. Dankoski, Amy K. Ribera, Tom F. Nelson Laird

7. Connect to Learning: Using e-Portfolios in Hybrid Professional Development 109
Bret Eynon, Judit Török, Laura M. Gambino

8. Developing a Faculty Learning Community Grounded in the Science of How People Learn: A Year-Long, Faculty-Led Teaching and Learning Seminar 127
Al Rudnitsky, Glenn W. Ellis, Patricia Marten DiBartolo, Kevin M. Shea

9. Assessing the Long-Term Impact of a Professional Development Program 145
Marcia M. Tennill, Margaret W. Cohen

PART FOUR Reflections on What We Do

10. Faculty Development Scholarship: An Analysis of To Improve the Academy, 1982–2011 163
Kathryn E. Linder, Suzanna Klaf

11. Program Planning, Prioritizing, and Improvement: A Simple Heuristic 183
Peter Felten, Deandra Little, Leslie Ortquist-Ahrens, Michael Reder

12. A Consultations Tracking Database System for Improving Faculty Development Consultation Services 199
Jason Rhode, Murali Krishnamurthi

PART FIVE Graduate Teaching Assistants: Innovative Approaches

13. From Outsiders to Insiders: Graduate Assistant Development at State Comprehensive Universities 217
Kathleen M. Brennan, Laura Cruz, Freya B. Kinner

14. Using Undergraduates to Prepare International Teaching Assistants for the American Classroom 235
Warren E. Christian, Brian J. Rybarczyk

15. Tomorrow’s Professor Today: Tracking Perceptions of Preparation for Future Faculty Competencies 251
Michael S. Palmer, Deandra Little

PART SIX Enhancing Student Learning

16. Student Consultants of Color and Faculty Members Working Together Toward Culturally Sustaining Pedagogy 271
Alison Cook-Sather, Praise Agu

17. Measuring Student Learning to Document Faculty Teaching Effectiveness 287
Linda B. Nilson

18. Mobile App Learning Lounge: A Scalable and Sustainable Model for Twenty-First-Century Learning 301
Michael H. Truong

PART SEVEN New Pedagogical Concepts

19. Determining Our Own Tempos: Exploring Slow Pedagogy, Curriculum, Assessment, and Professional Development 319
Peter A. Shaw, Bob Cole, Jennifer L. Russell

20. Pedagogical Gamification: Principles of Video Games That Can Enhance Teaching 335
Kevin Yee

21. The Reacting to the Past Pedagogy and Engaging the First-Year Student 351
Paula Kay Lazrus, Gretchen Kreahling McKay

See More

Author Information

James E. Groccia, former president of POD, was the founding director of the Biggio Center for the Enhancement of Teaching and Learning and is professor of higher education administration at Auburn University.

Laura Cruz is director of the Coulter Faculty Commons and associate professor of history at Western Carolina University.

See More

Related Titles

Back to Top