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

To Improve the Academy: Resources for Faculty, Instructional, and Organizational Development, Volume 32
ISBN-10
1118746465
ISBN-13
9781118746462
Series
To Improve the Academy
Category
Education
Pages
329
Language
English
Published
2013-09-05
Publisher
John Wiley & Sons
Authors
Laura Cruz, James E. Groccia

Description

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

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