To Improve the Academy, Volume 29
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:
North American graduate student professional development programs
Self-reflection through peer observation
Support needs of university adjunct lecturers
Supporting full-time non-tenure-track faculty
Multimedia case stories of exemplary teaching for faculty development
Social intelligence development of faculty
Collaborative learning and the transformation of faculty identity
A coaching-based framework for individual consultations
A reflective framework for collaborative development
Intersecting identities and the work of faculty development
Using class time on the first day of class
The effects of midcourse evaluation
Peer review and evaluation for online course development
Using data from syllabi review to inform faculty development
Social capital and the campus community
A professional development model cocreated by faculty and undergraduates
Students supporting faculty development
A teaching assistant consultant program
An international study of the preparation of educational developers
Distribution of teaching-learning development units in higher education
The scholarship of faculty development
International engagement as educational developers in the United States