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Summary
Summary
Assembled and written under the auspices of the Professional and Organizational Development (POD) Network in Higher Education, this book is a fundamental resource for faculty developers, as well as for faculty and administrators interested in promoting and sustaining faculty development within their institution. Based on POD's classic volume. A Handbook for New Practitioners , this new book offers up-to-date and relevant information on a range of faculty development topics, including Setting up a faculty development program by examining organizational options, program types, and ten principles of good practice in creating and sustaining teaching and learning centers Assessing teaching practices: the evaluation process, individual consultation, classroom observation, and small group instructional diagnosis Practical strategies to consider in promoting a faculty development program, staging successful workshops, producing newsletters, using technology, and creating a positive classroom climate Reaching specific audiences such as department chairs and poor teachers Using problem-based learning Addressing diversity issues in the classroom, implementing multicultural faculty development activities, and including lesbian, gay, bisexual, and transgendered people How to establish a successful faculty development committee
Author Notes
Kay Herr Gillespie is Professor Emerita at Colorado State University, Where she served as a tenured faculty member in the Department of Foreign Languages and Literatures and began working in faculty development in 1976. She served on the POD Core Committee and was president of the organization in 1998-1999. Currently she is working independently as a higher education consultant and editor.
Table of Contents
POD Mission Statement | p. v |
Preface | p. ix |
Part I Setting Up a Faculty Development Program | |
Chapter 1. Faculty, Instructional, and Organizational Development: Options and Choices | p. 2 |
Chapter 2. Ten Principles of Good Practice in Creating and Sustaining Teaching and Learning Centers | p. 9 |
Chapter 3. Program Types and Prototypes | p. 24 |
Chapter 4. Establishing an Instructional Development Program: An Example | p. 35 |
Part II Assessing Teaching Practices | |
Chapter 5. Improving the Evaluation of College Teaching | p. 46 |
Chapter 6. The Process of Individual Consultation | p. 59 |
Chapter 7. Classroom Observation: The Observer as Collaborator | p. 74 |
Chapter 8. Small Group Instructional Diagnosis: Tapping Student Perceptions of Teaching | p. 82 |
Chapter 9. If I Knew Then What I Know Now: A First-Year Faculty Consultant's Top Ten List | p. 92 |
Part III Practical Strategies | |
Chapter 10. Promoting Your Professional Development Program | p. 100 |
Chapter 11. Staging Successful Workshops | p. 108 |
Chapter 12. Ideas for Campus Newsletters | p. 123 |
Chapter 13. Factoring Out Fear: Making Technology into Child's Play with Fundamentals | p. 133 |
Chapter 14. A Helpful Handout: Establishing and Maintaining a Positive Classroom Climate | p. 146 |
Part IV Reaching Specific Audiences | |
Chapter 15. Increase Your Effectiveness in the Organization: Work with Department Chairs | p. 157 |
Chapter 16. Reaching the Unreachable: Improving the Teaching of Poor Teachers | p. 167 |
Chapter 17. Problem-Based Learning | p. 180 |
Part V Addressing Diversity | |
Chapter 18. Conceptualizing, Designing, and Implementing Multicultural Faculty Development Activities | p. 194 |
Chapter 19. Methods for Addressing Diversity in the Classroom | p. 214 |
Chapter 20. What We Value, We Talk About: Including Lesbian, Gay, Bisexual, and Transgender People | p. 227 |
Part VI A Guide to Faculty Development Committees: Goals, Structures, and Practices | |
Chapter 21. The Basics of Faculty Development Committees | p. 251 |
Chapter 22. Questions and Answers about Faculty Development Committees | p. 258 |
Chapter 23. A Faculty Development Committee Checklist | p. 264 |
Chapter 24. Resources for Faculty Development Committees | p. 267 |
Bibliography | p. 273 |
Index | p. 285 |