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To Improve the Academy: Resources for Faculty, Instructional, and Organizational Development, Volume 18

Matthew Kaplan (Editor), Devorah Lieberman (Associate Editor)
ISBN: 978-1-882982-31-8
320 pages
October 1999, Jossey-Bass
To Improve the Academy: Resources for Faculty, Instructional, and Organizational Development, Volume 18 (1882982312) cover image


An annual publication of the Professional and Organizational Development (POD) Network in Higher Education, volume 18 of To Improve the Academy is a collection of articles that reflect upon the changing priorities within faculty development. While exploring traditional faculty and instructional development topics, the authors emphasize a movement away from individual service and toward a focus on organizational issues and long-term collaborations. In total, this book serves to reexamine the academy's priorities, values, and vision for the future.

The book is divided into three sections:

  • Section I, Organizational Change in the Academy and in POD: examines the role of multiculturalism in faculty development
  • Section II, Collaboration and Partnerships: describes how programs can be strengthened by involving students and faculty and encouraging collaborative efforts between educational developers and faculty
  • Section III, Examining Assumptions About Teaching and Faculty Development: focuses on the need to integrate teaching, research, and service by examining faculty interactions with students

The articles featured in To Improve the Academy, Volume 18 are designed to challenge readers to think carefully about how and why they work as they do in order to grapple with emerging changes in higher education. The book offers an essential resource for improvement in higher education to faculty and instructional development staff, department chairs, deans, student services staff, chief academic officers, and educational consultants.

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Table of Contents



Section I: Organizational Change in the Academy and in POD.

1. Diversity and its discontents.

2. The challenge and test of our values.

3. POD as a multicultural organization.

4. The scholarship of teaching and learning.

5. QILT: An approach to faculty development and institutional self-improvement.

6. Finding key faculty to influence change.

Section II. Collaboration and Partnerships.

7. Student collaboration in faculty development.

8. Transforming introductory psychology.

9. TEACHnology: Linking teaching and technology in faculty development.

10. Writing-across-the-curriculum as a site for new collaborations.

11. Faculty teaching partners and associates.

12. Creating a culture of formative assessment.

Section III. Examining Assumptions About Teaching and Faculty Development.

13. Fragmentation vs. integration of faculty work.

14. Getting lecturers to take discussion seriously.

15. Faculty development in a program for first-year students.

16. The influence of disciplinary differences on consultations with faculty.

17. Faculty development centers in research universities.

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Author Information

MATHEW KAPLAN is an Instructional consultant, Center for research on Learning and teaching, University of Michigan.

DEVORAH LIEBMAN is Director of teaching and learning, Center for Academic Excellence, Portland State University.

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"A smart mix of big-picture themes, national developments, and local programs."
Pat Hutchings, Senior Scholar, Carnegie Foundation for the Advancement of Teaching
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