Leadership and Faculty Development

Additional Info:
Most courses in colleges and universities are taught by only one instructor. This is often necessitated by the financial exigencies of educational institutions, but is also due to an academic tradition in which the ideal is a single expert teaching in a single discipline. The rapidly changing realities of both the higher education and job markets, however, have called the traditional ideal into question. Interdisciplinary collaborative teaching is one way to adapt to the needs of twenty-first-century students, by modeling lifelong learning for students and inviting instructors to be more deliberately reflective about disciplinary assumptions, learning styles, and pedagogies.

Additional Info:
This monograph explores practical and theoretical issues in use of case studies for college faculty to reflect on and improve instruction. Six chapters: (1) describe teaching case studies, with an overview of how and why they are used; (2) explore the rationale for their use within the frameworks of scholarship and professional development; (3) present three brief case studies and suggestions for their use in discussion; (4) present reports from faculty groups who have written case studies, with their suggestions on how to proceed; (5) discuss nine issues that have emerged through the use of cases (how they can place the focus on learning as well as teaching, possible alternative formats, getting at the more subtle issues of practice, going beyond problems to the problematic, whether and how cases can represent best practice, including content issues, using cases to build on one another, creating occasions for more productive use of cases, and the impact of case use on teaching improvement); and (6) describe three possible scenarios illustrating how cases might contribute to a campus culture that takes teaching and learning seriously. Four additional cases and teaching suggestions are appended as is a list of 13 resource organizations. (From the Publisher)

Table Of Content:
Preface

ch. 1 Cases about college teaching and learning - a picture of emerging practice
ch. 2 The Case for cases - a deeper rationale
ch. 3 Using cases on your campus - three examples and strategies for making them work
ch. 4 Writing cases on your campus
ch. 5 Achieving the promise of cases - next steps and emerging issues
ch. 6 Cases and campus culture

Appendices - References - Sources Cited, Projects, People, Materials, Additional Cases

Additional Info:
Journal Issue.

Table Of Content:
Seminary Staff Officers Set New Directions in Claremont Meeting (Henry W. Brooks)
Managerial Implications of Theological Education in the 1970s (Jesse H. Ziegler)
Crisis in Theological Education (Charles Shelby Rooks)
The Computer—For Seminaries? (C. Richard Broome)
Governance of the Theological School (Wesner Fallaw)
Student Power and Governance (Gerald L. Painter and Raymond Bryan Brown)
Theological Education: A Bird’s Eye Perspective (Richard L. Rising)
Action Training: A Methodology and Theology (Nathan Kollar)
AATS News
Announcements
Directory Changes
Bibliographic Suggestions

Additional Info:
Reviews 20 principles or steps in an effective faculty evaluation system, arguing that while most institutions’ claim that the purpose of their fculty evaluation system is the improvement of teaching, the primary purpose is actually almost always to make personnel decisions. Idea Paper no. 33, from the series developed by the Center for Faculty Evaluation and Development, Kansas State University.

Additional Info:
Click Here for Book Review
Abstract: With the imminent demographic shifts in our society and the need to prepare students for citizenship in a global, knowledge-based society, the role of the academic department chair in creating diverse and inclusive learning environments is arguably the most pivotal position in higher education today.

In the United States, increasing minority student enrollment coupled with the emergence of a minority majority American nation by 2042 demands that academic institutions be responsive to these changing demographics. The isolation of the ivory tower is no longer an option. This is the first book to address the role of the department chair in diversity and addresses an unmet need by providing a research-based, systematic approach to diversity leadership in the academic department based upon survey findings and in-person interviews.

The department chair represents the nexus between the faculty and the administration and is positioned uniquely to impact diversity progress. Research indicates that more than 80 percent of academic decisions regarding appointment, curriculum, tenure and promotion, classroom pedagogy, and student outcomes are made by the department chair in consultation with the faculty.

This book examines the multidimensional contributions that chairs make in advancing diversity within their departments and institutions in the representation of diverse faculty and staff; in tenure and promotion; curricular change; student learning outcomes; and departmental climate. The scope and content of the book is not limited to institutions in the United States but is applicable to academic institutions globally in their efforts to address the access and success of increasingly diverse student populations.

It addresses institutional power structures and the role of the dean in relation to the appointment of chairs and their impact on the success of chairs from non-dominant groups, including female, minority, and lesbian/gay/transgendered individuals who serve in predominantly white male departments.

Using qualitative and quantitative research methods, the book analyzes predominant structural and behavioral barriers that can impede diversity progress within the academic department. It then focuses upon the opportunities and challenges chairs face in their collaborative journey with faculty and administration toward inclusive departmental and institutional practices. Each chapter provides concrete strategies that chairs can use to strengthen diversity in the academic department.

Addressed to department chairs, deans, faculty, and administrative leaders in higher education in all Western societies facing demographic change and global challenges, this book offers a critical road map to creating the successful academic institutions that will meet the needs of our changing populations. (From the Publisher)

Table Of Content:
Illustrations
Foreword (Walter H. Gmelch)
Acknowledgments

ch. 1 Prelude
ch. 2 Retooling the Educational Playing Field
ch. 3 The Chair’s Vantage Point on Diversity
ch. 4 Building a New Taxonomy for Diversity in the Academic Department
ch. 5 The Chair’s Leadership Role in Formal and Informal Processes
ch. 6 Bridge Building: The Chair’s Role in Fostering Diversity Learning Outcomes and Student Identity Development
ch. 7 Developing a Comprehensive Action Plan for Diversity
ch. 8 Summation and Recommendations

Appendix A: Distribution of Chairs by Discipline, Region, and Institutional Type
Appendix B: Blind Spots and Levers
About the Authors
Index

Additional Info:
From Pen America, a resource for faculty, staff, and students providing practical, principled guidance for how campuses can best remain open to all voices. Sections on resources and the law, on such issues as: Academic Freedom, Campus Climate, Discrimination & Harassment, Diversity & Inclusion, Hateful expression, Invited Speakers, and Protests on Campus.

Additional Info:
Click Here for Book Review
The University of Alaska Anchorage and Alaska Pacific University created Start Talking: A Handbook for Engaging Difficult Dialogues in Higher Education, a field manual for professors who wish to engage their students more effectively in conversations about the most important issues of our time. The book addresses themes of academic freedom; classroom safety; rhetoric and debate; race, class and culture; science and religion; and business, politics and social justice. For information about the project, including faculty intensives on difficult dialogues and indigenous ways of teaching and learning, see UAA Initiatives. (From the Publisher)

Table Of Content:
Introduction
Who We Are

ch. 1 Ground Rules
ch. 2 Rhetoric, Debate
ch. 3 Race, Class, Culture
ch. 4 Science, Religion
ch. 5 Business, Politics, Social Justice
ch. 6 Outcomes
ch. 7 Keep Talking

References
Index of Contributors Index of Techniques

Additional Info:
This edited book series serves as a guide to the study of improved training, employment and administration of graduate and professional student development programs. A new publication that addresses a critical need in higher education. The series is designed to highlight all aspects of professional development of graduate and professional students. (From the Publisher)

Table Of Content:
Editor’s Introduction

Section 1— How Graduate Students View the Graduate School Experience
ch. 1 Doctoral Students Make Meaning of Their Experience: A Constructivist Inquiry
ch. 2 Instructional Concerns of Kinesiology Basic Instruction Program Graduate Teaching Assistants

Section 2—Educating Graduate Students for Their Roles as College Instructors
ch. 3 A Prep Course for Graduate Teaching Assistants: Building a Community
ch. 4 A Pedagogy Course’s Influence on Graduate Students’ Self-Awareness as Teacher-Scholars

Section 3—The Challenges Involved in the Education of Future Faculty
ch. 5 Student Engagement Challenges in Teaching about Controversial Issues
ch. 6 Students’ Perceptions of Lesson Objectives in Introductory Mathematics Courses Taught by Teaching Assistants
ch. 7 The Effectiveness of Online Case-based Instruction on International Teaching Assistants’ Presentation and Active Listening Strategies

Section 4—Models in Context: Educating Graduate Students for Future Roles as Academics
ch. 8 An Interdisciplinary Approach to Graduate TA Training: A Reflection of Best Practice
ch. 9 One Process, Two Contexts: Collaborating to Design Professional Development for Graduate Student Educators

Additional Info:
The University of North Dakota provides this online “handbook” to its faculty to help them navigate the university’s teaching evaluation process. The site provides lots of helpful reminders of what to keep in mind when critically evaluating your own teaching.

Additional Info:
For the first time in decades, most American campuses are in the midst of hiring large groups of new faculty. As competition for the most qualified candidates increases, institutions must work harder than ever to attract and retain the best and most diverse prospects. This often requires investing considerable resources in recruitment and hiring--and makes it imperative that new hires are not lost to competitors or to unhappy or unproductive beginnings. In this book, Robert Boice offers a range of proven support strategies designed to help new faculty thrive--from campuswide programs for nurturing newcomers to projects that help them to help themselves. Boice identifies the major challenges facing most new faculty--teaching, scholarly writing, and simply fitting in as colleagues--and provides tested solutions for helping them cope. He outlines a structured mentoring program to build collegiality through social support networks. And he presents specific techniques for helping new faculty find time, fluency, and balance as writers, including advice on dealing with editorial evaluations or rejections. The author also details a variety of self-help projects, including exercise and mood management groups run largely by new faculty, as well as faculty handbooks and newsletters. And perhaps most important, he tells how to gain the crucial support of department chairs, deans, and other administrators, secure funds to get programs off the ground, and keep new programs manageable and successful. (From the Publisher)

Table Of Content:
Preface
The Author
ch. 1 Introduction: New Faculty--A Neglected Resource
Pt. 1 Obstacles Confronting New Faculty Members
ch. 2 Gaining the Acceptance of Colleagues
ch. 3 Establishing Teaching Styles and Skills
ch. 4 Developing Habits of Writing Productivity
Pt. 2 Helping New Faculty Overcome Obstacles
ch. 5 Mentoring to Build Collegiality
ch. 6 Establishing Basic Teaching Skills
ch. 7 Encouraging Scholarly Productivity
ch. 8 Helping New Faculty Help Themselves
Pt. 3 Building an Institutional Support System
ch. 9 Recruitment and Orientation
ch. 10 Retention and Tenure
ch. 11 Tailoring Programs to Special Needs
ch. 12 Enlisting Chairs and Other Administrators
ch. 13 Strategies for Getting Programs Under Way
Resource: Questionnaire Used to Interview New Faculty
References
Index

Additional Info:
University of Texas guidebook for teacher portfolio.

Additional Info:
The following content and formatting suggestions have been compiled to help give you ideas about your own Teaching Portfolio. There are many possibilities, and other formation and/or content could suite your situation better. The aim is not necessarily to come up with a standardized document, but one which has coherence and simplicity and which also gives, like a good CV, the best picture of your history and experience. The Derek Bok Center is happy to help you with a Teaching Portfolio to suit your needs. Keep in mind the following possibilities and limitations of our services:

What We Cannot Provide:
Editorial advice
Packaging
Duplicating
Filing
Distribution

What We Can Provide:
Help with documentation of teaching
Help with developing teaching strategies, techniques, skills
Consultations on broadening teaching repertoire
Help in developing syllabi, special content, entire courses or aspects of courses
Help with teaching innovations, development/implementation
Templates and sample portfolios

Additional Info:
This report relates to the concept of teaching portfolios. It discusses the importance of accounting for institutional culture when introducing the concept of teaching portfolios. Includes information on how the department chair can help to improve teaching. (From the Publisher)

Table Of Content:
Foreword
Introduction
What is a Teaching Portfolio?
What Goes into a Teaching Portfolio?
Evaluating Portfolios
Formative Evaluation Techniques
Shaping an Institutional Definition of Good Teaching
The Organizational Culture and Teaching Portfolios
The Role of Department Chairs
Conclusion
References
Index

Additional Info:
No other book exists that assists academics in learning how to use social media to benefit their teaching and research.
 - the editor has an extensive background in social media teaching, consulting, research, and everyday use
 - all the contributors come to the book with a common goal, from various expertise areas and perspectives

This book provides an overview of social media technologies in the context of practical implementation for academics, guided by applied research findings, current best practices, and the author’s successful experiences with using social media in academic settings. It also provides academics with sensible and easy strategies for implementing a wide spectrum of social media and related technologies - such as blogs, wikis, Facebook, and various Google tools for professional, teaching, and research endeavours.

Readership: Academics and academic librarians with professional, teaching and research responsibilities in all fields who are interested in learning more about using social media in the context of their careers, will find this book invaluable. (From the Publisher)

Table Of Content:
List of figures and tables
Acknowledgements
About the editor
About the contributors
Introduction (Diane Rasmussen Neal)

Part 1 - The Nuts and Bolts of Social Media for Academics
ch. 1 Blogging your academic self: the what, the why and the how long? (Carolyn Hank)
 - Introduction
 - Scholars in the blogosphere
 - Motivations and benefits
 - Blog publishing: getting started … or getting more
 - Your blog today? Tomorrow?
 - Conclusions
 - Notes
 - References

ch. 2 Non-academic and academic social networking sites for online scholarly communities (Anatolly Gruzd)
 - Introduction
 - General public platforms for online scholarly communities
 - Academic sites for online scholarly communities
 - Conclusions
 - Acknowledgements
 - References

ch. 3 Research and teaching in real time: 24/7 collaborative networks (Anabel Quan-Haase)
 - Real-time technologies for academics
 - The concept of real time
 - Real-time technologies and research
 - Real-time technologies and teaching
 - Choosing a real-time technology
 - Conclusions
 - Acknowledgements
 - Notes
 - References

ch. 4 Locating scholarly papers of interest online
 - Introduction (Maureen Henninger)
 - Overview of online scholarly search services
 - Scholarly communication and social media
 - Use and purpose of scholarly search services
 - Impact of the Open Access movement
 - Search engine functionality
 - Social media and public scholarly search
 - Conclusions
 - Notes
 - References
 - Appendix: features of web-based public scholarly search services

ch. 5 Tracking references with social media tools: organizing what you’ve read or want to read (Jackie Krause)
 - Introduction
 - Why use online social bibliographic tools?
 - A look at top social bibliographic tools: Zotero, Mendeley, CiteULike and Connotea
 - How these tools can improve your research, writing and collaboration
 - How to choose the right tool for your needs
 - Conclusions
 - References

ch. 6 Pragmatics of Twitter use for academics: tweeting in and out of the classroom (Lynne Y. Williams, and Jackie Krause)
 - What is Twitter? An introduction
 - How can Twitter be used by academics?
 - How to get started
 - Research
 - Teaching
 - Professional branding
 - ‘In the field’: academics using Twitter
 - Using Twitter to encourage professional engagement, connection and collaboration
 - Is tweeting for you?
 - References

ch. 7 The academy goes mobile: an overview of mobile applications in higher education (Adam Craig)
 - Introduction
 - Leveraging the backchannel and immediate collaboration
 - QR codes: creating linkages to online content in physical space
 - Treading lightly in uncharted territory
 - References

Part 2 - Putting Social Media Into Practice
ch. 8 Incorporating web-based engagement and participatory interaction into your courses (Jaruee Henninger, and Diane Rasmussen Neal)
 - Online engagement and interaction: what does it mean?
 - Choose the right tools for the job
 - Social networking services in the classroom: a case study
 - Wikis in the classroom
 - Tools for virtual conferences: a case study
 - Conclusions
 - Notes
 - References

ch. 9 When good research goes viral! Getting your work noticed online (Diane Rasmussem Neal)
 - Introduction
 - Social networking: Facebook, Twitter, LinkedIn, YouTube, and so on
 - Google, you and ‘the filter bubble’
 - Official university pages: viral is not always better
 - Conclusions
 - References

ch. 10 Who is the ‘virtual’ you and do you know who’s watching you? (Lynne Y. Williams)
 - Awareness of data privacy, digital footprints, maintaining separate work and personal online identities, and other types of identity concerns
 - What is an online identity?
 - What is privacy?
 - Data privacy and the ‘virtual’ you
 - Tracking your digital footprints
 - Keeping your work ‘you’ and your personal ‘you’ apart
 - What should you know in order to adequately protect all of your ‘you’s?
 - References

ch. 11 Social media for academic libraries
 - Introduction (David J. Flander)
 - Overview of social media types and sites
 - Creating a Facebook page
 - Promoting and managing the library’s Facebook page
 - Social media policies and procedures
 - Community acceptable behaviour policies
 - Monitoring and interacting with your users
 - Users must have persistent identifiers
 - Identifying and stopping bad behaviour
 - Conclusions
 - Note
 - References

ch. 12 Learning social media: student and instructor perspectives (Robert Foster, and Diane Rasmussen Neal)
 - Introduction
 - Designing and delivering a class in social media
 - The students’ motivations and expectations for the course
 - The instructor’s expectations
 - Students’ views about the course
 - Students’ take-aways from the course
 - The instructor’s take-aways from the course
 - Conclusions from the student
 - Conclusions from the instructor
 - References

Index

Additional Info:

Additional Info:
James Davis offers a realistic and stimulating examination of interdisciplinary theory and practice. In addition to providing specific tips on successful team teaching, the book features information drawn from the professional literature, survey results, and useful examples from the author's personal experience. It also includes a listing of nearly 100 interdisciplinary, team-taught courses currently being offered at colleges and universities throughout North America. The book demonstrates that team teaching, when effectively implemented, is fulfilling for both educator and student. (From the Publisher)

Table Of Content:
Foreword
Preface

Part I Structure and Delivery of Courses
ch. 1 Interdisciplinary Courses and Team Teaching: Definitions and Examples
ch. 2 The Rationale for Interdisciplinary Courses: The Problem of Specialization
ch. 3 Structuring and Delivering Interdisciplinary Courses: Approximating the Ideal
ch. 4 When Faculty Work in Teams: Learning from the Research on Groups and Teams
ch. 5 Faculty and Student Perceptions of Team Teaching: Satisfactions and Frustrations
ch. 6 Future Prospects for Interdisciplinary Courses: Issues and Problems

Part II Selected Examples of Courses
ch. 7 Examples of Interdisciplinary Courses and Programs

Conclusion
Notes
Index

Additional Info:
Brings together two related topics: the practice of ethics in the university, and the teaching of practical or applied ethics in the university. Surveys practical ethics, offering an explanation of its recent emergence as a university subject, and identifies some problems that the subject generates for universities. Examines research ethics, including the problem of plagiarism, and discusses how ethics can be integrated into the university curriculum and what part particular cases should play in teaching of ethics. Also looks at sexual ethics. (From the Publisher)

Table Of Content:
ch. 1 The ethics boom, philosophy, and the university
ch. 2 Academic freedom, academic ethics, and professorial ethics
ch. 3 The new world of research ethics: a preliminary map
ch. 4 Science: after such knowledge, what responsibility?
ch. 5 University research and the wages of commerce
ch. 6 Of Babbage and kings: a study of a plagiarism complaint
ch. 7 Ethics across the curriculum
ch. 8 Case method
ch. 9 A moral problem in teaching of practical ethics
ch. 10 Sex and the university

Index

Additional Info:
Describes the seven areas that should be considered when evaluating teaching: subject matter mastery, curriculum development, course design, delivery instruction, assessment of instruction, availability to students, and administrative requirements. Idea Paper no. 21, from the series developed by the Center for Faculty Evaluation and Development, Kansas State University.

Additional Info:
A method for fostering constructive dialogue where conflicts are driven by differences in identity, beliefs, and values. Workshops, resources, blog, client services.

Additional Info:
Reviews 20 principles or steps in an effective faculty evaluation system, arguing that while most institutions’ claim that the purpose of their fculty evaluation system is the improvement of teaching, the primary purpose is actually almost always to make personnel decisions. Idea Paper no. 33, from the series developed by the Center for Faculty Evaluation and Development, Kansas State University.

Additional Info:
* Do students gain when they are taught by active researchers?
* Should all faculty be involved in research?
* What are the benefits students (and their parents) should get from studying at an elite research university – and paying higher fees for the privilege?

In Scholarship Re-Considered, Ernest Boyer challenged US universities to "break out of the tired old teaching versus research debate." This book provides an international perspective on how universities, departments and individual faculty have successfully sought to connect their research to the benefit of student learning and institutional mission. It directly addresses the ways teaching-research links can be developed.

Building on research, the literature and wide practical experience, the authors show how academic research activity can be connected to academic teaching activity in such a way as to ensure that neither operates in a vacuum and, most importantly, that each can be enhanced by the other.

The book addresses the issues at the individual, course and institutional levels, as well as at the level of public policy. An important work for faculty, faculty developers and administrators. (From the Publisher)

Table Of Content:
Notes on the authors
Preface
Acknowledgements

ch. 1 Overview: reshaping teaching in higher education to support the links between teaching and research
ch. 2 What research and scholarship tell us about teaching-research relationships in higher education
ch. 3 Academic research and student motivation in higher education
ch. 4 Designing the curriculum to link teaching and research
ch. 5 Organizing the institution to link teaching and research
ch. 6 Organizing the department to link teaching and research
ch. 7 Organizing the national and international administration of higher education to link teaching and research

References
Further reading
Index

Additional Info:
Peer review provides informed considerations of a candidate’s teaching that student ratings cannot address: breadth, depth, and rigor of course objectives and materials; patterns of and procedures for course management; and a contextualized sense of the interactions between teacher and students as a whole.

Additional Info:
Success Strategies for Adjunct Faculty provides adjunct instructors with a multi-faceted toolkit for increasing both effectiveness and efficiency in today's college courses and enhances their opportunities for success.

Building upon the research and strategies recommended in The Adjunct Professor's Guide to Success, Dr. Lyons leverages his subsequent workshop experiences throughout North America as well as focused research. The book adds new self-analysis tools that enable the instructor to integrate personal strengths into course planning and delivery, provides additional course management tools, such as a model mentoring agreement and an exam development exercise. Brand new features include testimonials from 28 successful adjunct professors throughout North America, which open and close each of the book's 14 chapters, as well as a new chapter focused on infusing technology into the adjunct professor's instruction. The book includes a rich array of online support resources. (From the Publisher)

Table Of Content:
Preface

ch. 1 A Current Perspective on Adjunct Teaching
ch. 2 Formulating a Master Strategy
ch. 3 Today's College Students
ch. 4 Strategic Course Planning
ch. 5 Launching Your Course Effectively
ch. 6 Managing the Context of Your Course
ch. 7 Instructor-Directed Learning Methods
ch. 8 Student-Driven Learning Methods
ch. 9 Infusing Technology into Your Teaching
ch. 10 Managing the Examination Process
ch. 11 Alternative Methods of Assessing Student Learning
ch. 12 Bringing Your Course to an Effective Conclusion
ch. 13 Evaluating the Effectiveness of Your Teaching
ch. 14 Managing Your Adjunct Career

Bibliography
Index

Additional Info:
Journal Issue.

Table Of Content:
Multilateral Brokerage in Governance (William K. McElvaney)
Reflections on Student Participation in Governance (Carl W. Rohfs)
Reflections on Administrative Life Style
Within a Church Related Seminary (William H. Kade)
Within an Evangelical Multidenominational Seminary (Frank Bateman Stanger)
Effects of Faculty Unionization on Seminary Governance
As Seen by a President (Walter F. Peterson)
As Seen by a Faculty Member (Carnegie Samuel Calian)
Models of Governance (Dwight E. Stevenson)
Divinity School Governance Within a University Structure
A Private Canadian University Perspective (Elliott B. Allen)
A Private U.S. University Perspective (Krister Stendahl)

Additional Info:
This 6 page essay from the Association of American Colleges & Universities (AAC&U) deals with the different levels of investing in faculty: preparing graduate students to be successful future faculty; supporting new faculty entering the college/university; the mentoring of faculty close to retirement who have invested their lives in the support of education. Publisher: Project Kaleidoscope

Additional Info:
The majority of undergraduate instructors hold contingent appointments, a term used here to include not only the non-tenure-track part-time faculty but also many instructional staff who lack faculty status, an increasing proportion of full-time non-tenure track faculty, and a substantial number of graduate student teaching assistants. This volume seeks to foster a dialogue, long overdue, between those who believe that the academy has failed to give adequate respect and support to undergraduate instruction and those who believe that the academy has failed to give adequate support and respect to the selection and terms and conditions of employment of undergraduate instructors. It may be that the increasing dependence on contingent appointments imperils undergraduate learning no less than it imperils the future of the academic profession. (From the Publisher)

Table Of Content:
Editor's Notes

ch. 1 The Faculty Makeover: What Does It Mean for Students? (Jack H. Schuster)
ch. 2 Changing Relationship, Changing Values in the American Classroom (Robert B. Townsend)
ch. 3 Part-Time Faculty: Why Should We Care? (Maureen Murphy Nutting)
ch. 4 Contingent Faculty and Student Learning: Welcome to the Strativersity (Karen Thompson)
ch. 5 How Does University Decision Making Shape the Faculty? (John G. Cross, Edie N. Goldenberg)
ch. 6 The Choices Before Us: An Administrator's Perspective on Faculty Staffing and Student Learning in General Education Courses (Gary W. Reichard)
ch. 7 A Regional Accreditation Perspective on Contingent Faculty Appointments (Sandra E. Elman)
ch. 8 Reappraisal and Implications for Policy and Research (Ernst Benjamin)

Index

Additional Info:
A large number of institutions are now providing online programs, requiring instructors to change the way they think about teaching and master a distinct set of workload management skills. The first book to discuss workload management for online instructors, Managing Online Instructor Workload offers practical strategies, advice, and examples for how to prioritize, balance, and manage an online teaching workload. Based on surveys and interviews, the timely and comprehensive insight in this book is essential for online instructors, instructional designers, faculty developers and others involved in online learning.

Table Of Content:
List of Tables
Preface
About the Authors

ch. 1 Issues and Challenges When Teaching Online
Institutional Issues and Challenges
Instructional Issues and Challenges
Our Study on Instructor Workload When Teaching Online
Summary

ch. 2 Instructors' Stories for Balancing Workload
Co-Teaching as a Strategy for Balancing Workload
Planning Ahead as a Way to Predict Workload
Giving Individual Feedback as a Workload Management Strategy
Managing Time, Rather Than Time Managing You
Blocking Out Time for the Online Course
Teaching Online During Short Terms
Using Time Allocation Strategies When Teaching for Multiple Institutions
Teaching Online Exclusively from Home
Managing Workload Based on Years of Experience
Teaching Online for a Variety of Institutions
Cohort Program as a Time-Saver
Managing Similar Tasks When Designing for Multiple Courses
Teaching a Recurring Mixed-Mode Online Course
Managing Workload When Current Information Drives Content
Summary

ch. 3 Looking at Workload from a Design Perspective
Identifying Course Tasks
Why It Is Important to Use an Instructional Design Process
Design Framework for Creating a Sense of Presence
Using a Template to Manage Tasks and Prioritize Time
Summary

ch. 4 Managing Tasks and Prioritizing Time
Creating a New Online Course
Converting a Face-to-Face Course
Revising an Existing Online Course
Summary

ch. 5 Using Workload Strategies for Maintaining Quality of Life
Design Strategies
Support Strategies
Teaching Strategies
Time Allocation Strategies
Summary

ch. 6 Final Thoughts and Practical Implications for Balancing Workload
Teaching from an Open Perspective
Adapting the Course Design
Modifying Workload Strategies
Rethinking How to Prioritize Time and Manage Workload
Practical Implications for Balancing Workload

Glossary
References
Index

Additional Info:
Institutions face tremendous potential loss if midcareer employees (like mid-career faculty?) are not happy and productive. Midcareer problems are “pervasive, largely invisible, and culturally uncharted.” 

Additional Info:

Additional Info:

Additional Info:
Four primary factors are relevant to social and cultural diversity in the college classroom: students, teachers, course content, and teaching methods. Faculty can use understanding of these factors and their interrelationships to facilitate learning in an increasingly multicultural environment.

Additional Info:
New campus-wide initiatives and developing a technology now provide librarians with fresh tools for supporting and assisting faculty as fellow educators. Librarians can participate in instruction activities as collaborators and by acting as teachers to the teaching faculty Librarians can foster this interaction by cooperating in assessment and accreditation processes, and by joining in learning communities and writing programs. This article will explore ways that the librarian can partner in professional development with faculty by participating in curriculum planning and educational assessment.

Additional Info:
Compared research papers before and after implementation of an inquiry-based library instruction program at the University of New Mexico to asses the program's effectiveness and consider its future development. Discusses increased collaboration between the library and the English department and suggests more training for instructors and greater emphasis on a rhetorical research approach.

Additional Info:
In this report, we review social science and library studies literatures on librarian-faculty relations, and present a preliminary sociological analysis of these relations. We find an asymmetrical disconnection between both groups: Librarians and faculty identify a disconnection that keeps the two separated, but only librarians view this disconnection as problematic.

Additional Info:

Additional Info:

Additional Info:
Discusses the fact that despite a decade of changing ideas about student learning and instruction based on learner-centered education, most faculty still rely on lectures. Identifies individual and group dynamics that impede collaborative learning, considers the moral base of collaborative learning, and offers some guiding principles of growth-oriented learning.

Additional Info:
From the Publisher
Written for anyone who works with graduate students to support their teaching efforts in American research universities, this book draws on the extensive experience of professional educators who represent a variety of programs throughout the United States. They understand the common constraints of many TA development classes, workshops, and programs, as well as the need for motivating and sophisticated techniques that are, at the same time, practical and focused. Their contributions to this book have proven to be effective in developing the sophisticated communication skills required by TAs across the disciplines.


Table Of Content:
About the Authors
Foreword
Preface
Acknowledgments

Part I: TA Development
ch. 1 Getting Started
Acknowledging Teaching Fears: The Three-Minute Free Response (Janet Rankin)
An Approach to Successful Collaborative Learning (Nancy C McClure)
Blended Learning: Focusing on Effective Teaching Through Online Discussions and Concept Mapping (Gabriele Bauer)
Diversity in the Classroom: Working Effectively with Undergraduate ESL Students (Shawna Shapiro)
Engaging Students in Active Learning (Shawna Shapiro)
Identity and Authority in the Classroom: An Exercise for New TAs (Mary C Wright)
Planning and Facilitating Discussion (Phillip M Edwards, Stacy Grooters, Margaret Lawrence)
Problems, Pitfalls, and Surprises in Teaching: Mini Cases (Lori Breslow, J Mark Schuster)
Responding to Student Writing (Stacy Grooters, Jennie Dorman)
Stand and Deliver: Developing Impromptu Speaking Skills (Jane Dunphy)
A TA Orientation Plenary Session on University Policies and Resources for Teaching (Derek Bruff)
Teaching in Computer Classrooms (Shaun K Kane, Joe Hannah, Phillip M Edwards, Jennie Dorman)
Teaching in Lab Settings (Jennie Dorman, Michelle Smith, Sara O’Brien, Karen Freisem)

ch. 2 Advanced Skills
Classroom Management Skills: Expanding Your Repertoire (Lee Warren)
Determining Appropriate Course Goalsand Pacing: An Exercise for Advanced TAs (Allyson Polsky McCabe, Lu Zhang)
Developing Effective Consulting Skills (Michele Marincovich, Marcelo Clerici-Arias, Mariatte Denman, Robyn Wright Dunbar)
Interdisciplinary Soapbox (Jill Bible, Robyn Wright Dunbar)
Introduction to Online Teaching and Learning: Using Asynchronous Discussions Effectively (Mary C Wright)
Reaction and Response: Group Problem Solving and Effective Feedback (Jane Dunphy)
Teaching Practice: Emphasis on Active Learning (Tershia Pinder)

ch. 3 Professional Development
ASPECTS: Advancing Students’ Professional Excellence with Certificates in Teaching Series (Mark Decker)
Mock Search Committee: Introduction to the Teaching Philosophy (Judith Gibber)
Teaching Portfolio Overview: Peer and Whole Group Discussion (Gabriele Bauer)

Part II: ITA Development
ch. 4 Culture
Cultural Adjustments (Barbara Gourlay)
Diversity Awareness for ITAs (Doris Yaffe Shiffman)
High-Context Versus Low-Context Culture: Case Studies (Christine Liptak, Colleen Meyers, Kyoung-Ah Nam, Elena Stetsenko)
The High School Visit (Catherine Ross)
Interviews: Surveying College Undergraduates Who Attended High School in the United States (Margo Sampson, Vel Chesser, Stacey Lane Tice)

ch. 5 Pedagogy
American Teaching Performance (Pamela Pollock)
Movie-Based Activities for the ITA Course (Theresa L Pettit)
Pedagogical Uses of Critical Incidents Videos for ITAs (Stacey Lane Tice, Margo Sampson, Vel Chesser)
Practice Identifying and Teaching to a Variety of Learning Styles (Anne Halbert)
Preparing the ITA for Office Hours (Elizabeth Wittner)

ch. 6 Language
Departmental Introduction Speech (Kimberly Kenyon)
Developing Oral Communication Skills (Margaret Lawrence)
Discovering and Teaching the Vocabulary of the Academic Communities (Doris Yaffe Shiffman)
Editorial Jigsaw (Barbara Gourlay)
Fielding Questions: The IgNobel Prizes (Barbara Thompson)
The Fine Art of Q&A (Barbara Gourlay)
The Greek Alphabet: Speaking in Symbols (Barbara Gourlay)
"International Teaching Assistant of the Year" Speech (Kimberly Kenyon)
Mimicking American TA Discourse (Janet Goodwin)
Practicing Communication Strategies (Doris Yaffe Shiffman)
Presentation Summaries—Take Two! (Barbara Thompson)
Working with Authentic TA Discourse (Janet Goodwin)

Resources
Index

Additional Info:
A tool to facilitate discussion about diversity in hiring at colleges and universities. The website includes a study guide and order form for a free live action film in which a search committee debates candidate qualifications for an open position.This web site will prepare you to show the film and help your audience to demystify subtle discrimination, examine assumptions, and become change-agents.

Table Of Content:
ch. 1 How To Use This Film: Facilitation Guidelines
ch. 2 Key Concepts
ch. 3 Research on Bias
ch. 4 Common Shortcuts
ch. 5 Frequently Asked Questions
ch. 6 Best Practices for Search Committees
ch. 7 Further Reading

Additional Info:
Journal Issue.

Table Of Content:
The Professional Manager within the Mission of the Theological Schoo (Dayton D. Hultgren)
What We Need to Know About Law—Federal and State (Wesley S. Walton)
Government Aid—Buried Treasure (Robert E. Broadwell)
Government Aid—Hidden Curse (John W. Baker)
From Student to Ministry through Theological Education (W. Robert Martin, Jr.)
Resource List for Seminary Registrars (Vera L. Watts)
Marketing and Recruitment: Two Unholy Words and Their Possible Usefulness in Theological Education (Lowell H. Fewster)
What Is Theological Research? (H. Darrell Lance)

Additional Info:
Walks through the entire process, covering issues such as: peer observation versus peer evaluation; formative versus summative peer observation process, key issues to remember, recommendations, etc.

Additional Info:
The work of faculty is stressful, yet most stress studies focus on faculty's research rather than teaching. This study examined the experience of nine tenured professors in search of answers to these questions: What classroom interactions do faculty find stressful? Why do faculty find these activities stressful? How do faculty explain, perform, and organize classroom practices to cope with these stresses?

Additional Info:
Develop effective models of practice and positively impact institutional teaching and learning quality. This volume provides examples and evidence of the ways in which post-secondary institutions in Canada have developed and sustained programs around the scholarship of teaching and learning (SoTL) that impact the institutional pedagogical climate. Topics include:

- the historical development of SoTL in Canada,
- institutional SoTL practices, including evidence of impact,
- program design and case studies, and
- continuing challenges with this work.

This is the 146th volume of this Jossey-Bass higher education series. It offers a comprehensive range of ideas and techniques for improving college teaching based on the experience of seasoned instructors and the latest findings of educational and psychological researchers. (From the Publisher)

Table Of Content:
Editor’s Notes (Nicola Simmons)
Foreword (Nancy Chick)

Section One: Canadian Context
ch. 1 The History of SoTL in Canada: Answering Calls for Action (Nicola Simmons, Gary Poole)
This chapter provides an account of the historical development of SoTL in Canada, including recommendations for moving forward

ch. 2 The Canadian Teaching Commons: The Scholarship of Teaching and Learning in Canadian Higher Education (Brad Wuetheric, Stan Yu)
This chapter maps the Scholarship of Teaching and Learning (SoTL) terrain in Canada through the perceptions of SoTL scholars at four levels (micro, meso, macro, mega)

Section Two: Program Design And Evaluation
ch. 3 The Intentional Design of a SoTL Initiative (Cheryl Amundsen, Esma Emmioglu, Veronica Hotton, Gregory Hum, Cindy Xin)
This chapter outlines how rationale and description of a program design are the underpinnings to evaluate any Scholarship of Teaching and Learning initiative and shows how this supports building on prior practice

ch. 4 The Scholarship of Teaching and Learning (SoTL) at Renaissance College (University of New Brunswick): A Case Study of SoTL at the Faculty Level (Thomas Mengel)
This chapter discusses how a university college moves SoTL forward by aligning with the larger institution and taking advantage of SoTLfriendly existing promotion and tenure policies

ch. 5 Developing the Scholarship of Teaching and Learning at the McMaster Institute for Innovation and Excellence in Teaching and Learning (Elizabeth Marquis, Arshad Ahmad)
This chapter outlines how research fellow positions, engagement of students as co-inquirers, and mapping priority areas for scholarship have the potential for substantial impact on institutional teaching, learning, and SOTL

Section Three: Exploring the Impact of SoTL Initiatives
ch. 6 SoTL2: Inquiring into the Impact of Inquiry (Janice Miller-Young, Michelle Yeo, Karen Manarin, Miriam Carey, Jim Zimmer)
This chapter examines the impact of Mount Royal’s SoTL program on participants’ scholarship at individual, department, and institutional levels as the institution moved from a college to a university

ch. 7 Exploring the SoTL Landscape at the University of Saskatchewan (Brad Wuetherick, Stan Yu, Jim Greer)
This chapter examines who conducts Scholarship of Teaching and Learning, and to what extent, at the University of Saskatchewan and what barriers and challenges impede SoTL work

ch. 8 Reconceptualizing the Scholarship of Teaching and Learning at the University of Waterloo: An Account of Influences and Impact (Julie A. Timmermans, Donna E. Ellis) This chapter outlines how one institution capitalized on events to move from a focus on SoTL to scholarly teaching and discusses the resulting benefits to the culture of teaching and learning

Section Four: Institutionally Networked SoTL
ch. 9 The Role of Small Significant Networks and Leadership in the Institutional Embedding of SoTL (Roselynn Verwoord, Gary Poole)
This chapter builds on notions of social networks, showing how consideration of their nature, relationships between them, and support for them can help create a positive teaching culture

ch. 10 Building Sustained Action: Supporting an Institutional Practice of SoTL at the University of Guelph (Natasha Kenny, Gavan P.L. Watson, Serge Desmarais)
This chapter outlines the symbiotic relationship between engagement in SoTL and a teaching-focused institutional culture, identifying the importance of committed leaders, rewards and recognition, and integrated networks at all organizational levels

Section Five: Synthesis
ch. 11 Synthesizing SoTL Institutional Initiatives toward National Impact (Nicola Simmons)
This chapter draws together the themes in this issue and outlines a model for building from institutional SoTL impact to national initiatives

Index

Additional Info:
Reviews scholarly literature to recommend how to use student evaluations effectively to improve teaching. Idea Paper no. 22, from the series developed by the Center for Faculty Evaluation and Development, Kansas State University.

Additional Info:
Cornell University resources for mentoring new faculty, including links for: Best Practices in Mentoring of New Faculty, The Mentoring Relationship, The Successful Mentee, Ideas for Mentors, Questions you might ask peers/senior faculty, Mentoring Guidelines, and Suggestions for Supporting New Faculty

Additional Info:
This book is written for K-12 educational contexts, but many of its ideas and analyses can be applied to higher education contexts.

Table Of Content:
Acknowledgements
Introduction

Part I High-Quality New Teacher Mentoring
ch. 1 What We Know and Don't Know About Mentoring and Induction
ch. 2 The Principles of High-Quality Mentoring
ch. 3 Mentor Professional Development

Part II The Case Studies
ch. 4 Durham Public School
ch. 5 Boston Public Schools
ch. 6 New York City Department of Education
ch. 7 Chicago Public Schools

Part III Conclusions and Recommendations
ch. 8 Analyzing Trends: Strategies Honed, Questions Raised, Levers for Change
ch. 9 Implications and Recommendations for Educational Stakeholders

Notes
About the Authors
About the New Teacher Center
Index

Additional Info:
Exhaustive and annotated review of the literature on student evaluation of teaching. Idea Paper no. 32, from the series developed by the Center for Faculty Evaluation and Development, Kansas State University.

Additional Info:
Digital technology offers a host of opportunities and challenges for theological education. In this essay the author considers possible futures for theological education through creative uses of technology. The first half of the essay identifies five areas in which theological educators have had to gain technology skills in the last several years: 1. Individual facility with a personal computer; 2. Functioning capably in a connected world; 3. Information literacy for research and ministry; 4. Technology for face-to-face instruction; and 5. Technology for asynchronous teaching and learning. The second half of the essay identifies the forces that will likely drive technology learning for theological educators in the coming few years: 1. The pressure to meet student expectations; 2. The pressure to enrich the classroom experience by engaging the visual learner; 3. The pressure to enhance the traditional course through richer pedagogical strategies available with technology; and 4. The pressure to offer distance programs.

Additional Info:
Getting Mentored in Graduate School is the first guide to mentoring relationships written exclusively for graduate students. Research has shown that students who are mentored enjoy many benefits, including better training, greater career success, and a stronger professional identity. Authors Johnson and Huwe draw directly from their own experiences as mentor and protégé to advise students on finding a mentor and maintaining the mentor relationship throughout graduate school.

Conversational, accessible, and informative, this book offers practical strategies that can be employed not only by students pursuing mentorships but also by professors seeking to improve their mentoring skills. Johnson and Huwe arm readers with the tools they need to anticipate and prevent common pitfalls and to resolve problems that may arise in mentoring relationships.

This book is essential reading for students who want to learn and master the unwritten rules that lead to finding a mentor and getting more from graduate school and your career. (From the Publisher)

Table Of Content:
Acknowledgments

I. About Mentoring
ch. 1 What Mentoring Is
ch. 2 What a Mentor Can Do For You
ch. 3 Who Gets Mentored and Why

II. How to Find a Mentor
ch. 4 What to Look For in a Mentor
ch. 5 The Intentional Protégé: Initiating a Mentor Relationship

III. How to Manage the Mentor Relationship
ch. 6 Designing the Mentor Relationship
ch. 7 The Stages of Mentor Relationships (What to Expect)
ch. 8 Potential Problems (and How to Handle Them)
ch. 9 On Being an Excellent Protégé
ch. 10 Mentoring for Women and Minorities
ch. 11 Some Additional Ways to Get Mentored

References
Index
About the Authors

Additional Info:
Patterned after Strunk and White's classic The Elements of Style, this new edition concisely summarizes the substantial existing research on the art and science of mentoring. The Elements of Mentoring reduces this wealth of published material on the topic to the sixty-five most important and pithy truths for supervisors in all fields. These explore what excellent mentors do, what makes an excellent mentor, how to set up a successful mentor-protégé relationship, how to work through problems that develop between mentor and protégé, what it means to mentor with integrity, and how to end the relationship when it has run its course. Succinct and comprehensive, this is a must-have for any mentor or mentor-to-be. (From the Publisher)

Table Of Content:
What Excellent Mentors Do: Matters of Skill
ch. 1 Select Your Protégés Carefully
ch. 2 Know Your Protégés
ch. 3 Expect Excellence (and Nothing Else) ch. 4 Affirm, Affirm, Affirm, and Then Affirm Some More
ch. 5 Provide Sponsorship
ch. 6 Be a Teacher and a Coach
ch. 7 Encourage and Support
ch. 8 Offer Counsel in Difficult Times
ch. 9 Protect When Necessary
ch. 10 Stimulate Growth with Challenging Assignments
ch. 11 Give Protégés Exposure and Promote Their Visibility
ch. 12 Nurture Creativity
ch. 13 Provide Correction -- Even When Painful
ch. 14 Narrate Growth and Development
ch. 15 Self-Disclose When Appropriate
ch. 16 Accept Increasing Friendship and Mutuality
ch. 17 Teach Faceting ch. 18 Be an Intentional Model
ch. 19 Display Dependability

Traits of Excellent Mentors: Matters of Style and Personality
ch. 20 Exude Warmth
ch. 21 Listen Actively
ch. 22 Show Unconditional Regard
ch. 23 Tolerate Idealization
ch. 24 Embrace Humor
ch. 25 Do Not Expect Perfection
ch. 26 Attend to Interpersonal Cues
ch. 27 Be Trustworthy
ch. 28 Respect Values
ch. 29 Do Not Stoop to Jealousy

Arranging the Mentor Protégé Relationship: Matters of Beginning
ch. 30 Carefully Consider the "Match"
ch. 31 Clarify Expectations
ch. 32 Define Relationship Boundaries
ch. 33 Consider Protégé Relationship Style
ch. 34 Describe Potential Benefits and Risks
ch. 35 Be Sensitive to Gender
ch. 36 Be Sensitive to Race and Ethnicity
ch. 37 Plan for Change at the Outset
ch. 38 Schedule Periodic Review or Evaluations

Knowing Thyself as a Mentor: Matters of Integrity
ch. 39 Consider the Consequences of Being a Mentor
ch. 40 Practice Self-Care
ch. 41 Be Productive
ch. 42 Make Sure You Are Competent
ch. 43 Hold Yourself Accountable
ch. 44 Respect the Power of Attraction
ch. 45 Accept the Burden of Power
ch. 46 Practice Humility
ch. 47 Never Exploit Protégés
ch. 48 Above All, Do No Harm
ch. 49 Slow Down the Process
ch. 50 Tell the Truth
ch. 51 Seek Consultation
ch. 52 Document Carefully
ch. 53 Dispute Your Irrational Thinking

Welcoming Change and Saying Goodbye: Matters of Closure
ch. 54 Welcome Change and Growth
ch. 55 Accept Endings
ch. 56 Find Helpful Ways to Say Goodbye
ch. 57 Mentor as a Way of Life

References
Index

Additional Info:

Additional Info:
It has been estimated that in the next ten years, about half of the current higher education faculty will retire. How can we best prepare the next generation of faculty members to fill this tremendous gap in our educational system?

Paths to the Professoriate offers all those involved in higher education—everyone from administrators to scholars to graduate students—a much-needed resource that brings together major research, the most important developments in practice, and informed analysis on improving graduate education and preparing the future faculty. This important book includes chapters from some of the best-known researchers, practitioners, and scholars working to prepare the faculty of the future.

In one volume, the authors offer a synthesis of what has been learned about the challenges and concerns in graduate education as preparation for faculty careers, highlight the various projects and approaches for improving graduate education, and identify strategies for institutional leaders, department chairs, faculty advisors, and graduate students. Paths to the Professoriate:

* Presents important reasons for considering ways to improve the preparation of the next generation of faculty
* Describes research studies concerning the graduate school experience
* Highlights illustrative examples of innovative programs and projects
* Provides a synthesis of key lessons from the research and projects addressing the preparation of future faculty

This solidly research-based book covers such vital topics as: the lack of systematic developmentally organized preparation for those aspiring to teaching careers in higher education; graduate students’ perceptions of their graduate experiences and their preparation for faculty work; particular challenges confronting Black doctoral students; reasons students leave doctoral study; programs to prepare graduate students for roles as teaching scholars and engaged citizens; strategies to help graduate students and faculty members identify mutual goals and resolve conflicts; and much more.

Paths to the Professoriate offers all those concerned with the fate of higher education a valuable resource for the future. (From the Publisher)

Table Of Content:
Preface
About the Authors

Pt. 1 Introduction
ch. 1 The Challenge to Prepare the Next Generation of Faculty

Pt. 2 The Research
ch. 2 The Survey of Doctoral Education and Career Preparation: The Importance of Disciplinary Contexts
ch. 3 The Development of Graduate Students as Teaching Scholars: A Four-Year Longitudinal Study
ch. 4 The 2000 National Doctoral Program Survey: An On-Line Study of Students' Voices
ch. 5 Theories and Strategies of Academic Career Socialization: Improving Paths to the Professoriate for Black Graduate Students
ch. 6 Research on the Structure and Process of Graduate Education: Retaining Students
ch. 7 "So You Want to Become a Professor!": Lessons for the PhDs - Ten Years Later Study

Pt. 3 Strategies for Reform
ch. 8 The Scholarship of Teaching and Learning: Contributing to Reform in Graduate Education
ch. 9 Preparing Future Faculty: Changing the Culture of Doctoral Education
ch. 10 Re-envisioning the Ph.D.: A Challenge for the Twenty-First Century
ch. 11 Toward a Responsive Ph.D.: New Partnerships, Paradigms, Practices, and People
ch. 12 The Carnegie Initiative on the Doctorate: Creating Stewards of the Discipline
ch. 13 Michigan State University's Conflict Resolution Program: Setting Expectations and Resolving Conflicts

Pt. 4 Synthesis, Lessons, and Future Directions
ch. 14 Future Directions: Strategies to Enhance Paths to the Professoriate

Index

Additional Info:
On Being a Mentor is the definitive guide for faculty in higher education who wish to mentor both students and junior faculty. It features strategies, guidelines, best practices, and recommendations for professors who wish to excel in this area. Written in a pithy style, this no-nonsense guide offers straightforward advice about managing problem mentorships and measuring mentorship outcomes. Practical cases studies, vignettes, and step-by-step guidelines illuminate the process of mentoring throughout.

Other outstanding features include:
*research-based advice on the rules of engagement for mentoring, mentor functions, qualities of good mentors, and methods for forming and managing student-faculty relationships;
*summaries of the common mentoring relationship phases and guidance for adhering to ethical principles when serving as a mentor;
*guidance about mentoring specific populations, including undergraduate and graduate students, faculty, and protégés who differ from the mentor in terms of sex and race; and
*recommendations for department chairs and deans on how to foster an academic culture of mentoring.

On Being a Mentor is intended for professors, department chairs, and deans in a variety of educational settings, including colleges, universities, and medical and law schools and is suitable for professors in all fields of study including the sciences, humanities, psychology, education, and management. (From the Publisher)

Table Of Content:
Preface

Part I: On Mentoring
ch. 1 Why Mentoring Matters
ch. 2 The Contours of Mentoring
ch. 3 Mentoring in Academic: A Glimpse Inside

Part II: On Being a Mentor
ch. 4 What Mentors Do: Mentoring Functions
ch. 5 Who Mentors Are: Mentorship-Facilitating Characteristics and Qualities
ch. 6 Designing a Mentorship
ch. 7 The Seasons of Mentorship: Common Relationship Phases
ch. 8 The Ethical Mentor: Doing No Harm

Part III: On Mentoring Specific Groups
ch. 9 Mentoring Undergraduates
ch. 10 Mentoring Graduate Students
ch. 11 Mentoring Junior Faculty
ch. 12 Mentoring Across Sex
ch. 13 Mentoring Across Race

Part IV: Managing Mentorship
ch. 14 Diagnosis and Treatment of Mentorship Dysfunction
ch. 15 Assessing Mentoring Outcomes
ch. 16 Recommendations for Department Chairs and Deans

References
Author of Index
Subject Index

Additional Info:
Winner of the Virginia and Warren Stone Prize awarded annually by Harvard University Press for an outstanding book on education and society. What makes a great teacher great? Who are the professors students remember long after graduation? This book, the conclusion of a fifteen-year study of nearly one hundred college teachers in a wide variety of fields and universities, offers valuable answers for all educators. The short answer is -- it's not what teachers do, it's what they understand. Lesson plans and lecture notes matter less than the special way teachers comprehend the subject and value human learning. Whether historians or physicists, in El Paso or St. Paul, the best teachers know their subjects inside and out -- but they also know how to engage and challenge students and to provoke impassioned responses. Most of all, they believe two things fervently: that teaching matters and that students can learn. In stories both humorous and touching, Ken Bain describes examples of ingenuity and compassion, of students' discoveries of new ideas and the depth of their own potential. What the Best College Teachers Do is a treasure trove of insight and inspiration for first-year teachers and seasoned educators alike. (From the Publisher)

Table Of Content:
ch. 1 Introduction: Defining the Best
ch. 2 What Do They Know about How We Learn?
ch. 3 How Do they Prepare to Teach?
ch. 4 What Do They Expect of Their Students?
ch. 5 How Do They Conduct Class?
ch. 6 How Do They Treat Their Students?
ch. 7 How Do They Evaluate Their Students and Themselves?

Epilogue: What Can We Learn From Them?
App How the Study Was Conducted
Notes
Acknowledgments
Index

Additional Info:
Many faculty and graduate students from other countries expect language difficulties when they teach, but are unprepared for other surprises: different cultures make different assumptions about the academic background of college students, how students learn, the appropriate roles of teachers and students, and even the fundamental purpose of a college education.

The third edition of Teaching American Students explains the expectations of undergraduates at American colleges and universities and offers practical strategies for teaching, including how to give clear presentations, how to teach interactively, and how to communicate effectively. Also included are illustrative examples as well as advice from international faculty and teaching assistants. Appendices offer concrete suggestions on topics from planning the first day of class to grading papers and problem sets. (From the Publisher)

Table Of Content:
ch. 1 Starting out : a quick guide for beginning teachers
ch. 2 Assumptions that affect teaching in the American classroom
ch. 3 Bridging the gap : approaching your students and helping them approach you
ch. 4 Giving presentations that students can understand
ch. 5 Leading a discussion : providing direction and continuity
ch. 6 Understanding meanings beyond words
ch. 7 Appendices

Additional Info:
Every semester, colleges and universities ask students to complete innumerable course and teaching evaluation questionnaires to evaluate the learning and teaching in courses they have taken. For many universities it is a requirement that all courses be evaluated every semester. The laudable rationale is that the feedback provided will enable instructors to improve their teaching and the curriculum, thus enhancing the quality of student learning.

In spite of this there is little evidence that it does improve the quality of teaching and learning. Ratings only improve if the instruments and the presentation of results are sufficiently diagnostic to identify potential improvements and there is effective counselling. Evaluating Teaching and Learning explains how evaluation can be more effective in enhancing the quality of teaching and learning and introduces broader and more diverse forms of evaluation.

This guide explains how to develop questionnaires and protocols which are valid, reliabile and diagnostic. It also contains proven instruments that have undergone appropriate testing procedures, together with a substantial item bank. The book looks at the specific national frameworks for the evaluation of teaching in use in the USA, UK and Australia.

It caters for diverse methodologies, both quantitative and qualitative and offers solutions that allow evaluation at a wide range of levels: from classrooms to programmes to departments and entire institutions. With detail on all aspects of the main evaluation techniques and instruments, the authors show how effective evaluation can make use of a variety of approaches and combine them into an effective project.

With a companion website which has listings of the questionnaires and item bank, this book will be of interest to those concerned with organising and conducting evaluation in a college, university, faculty or department. It will also appeal to those engaged in the scholarship of teaching and learning. (From the Publisher)

Table Of Content:
Acknowledgements

ch. 1 Evaluation Principles
ch. 2 Questionnaire design
ch. 3 Questionnaires
ch. 4 Item Bank
ch. 5 Collecting and Processing Questionnaire Data
ch. 6 Collection of Qualitative Data
ch. 7 Analysis of Qualitative Data
ch. 8 Observation
ch. 9 Use of Assessment for Evaluation
ch. 10 Using Evaluation Data for the Scholarship of Teaching
ch. 11 International Perspectives on Teaching Evaluation
ch. 12 Institutional Use of Teaching Evaluation Data
ch. 13 Conclusion

Additional Info:
More and more, graduate students are seeking quality training in leadership skills as well as in teaching and research.

Additional Info:
Argues that if teachers wish to see greater recognition and reward attached to teaching they must change the status of teaching from private to community property. Need to reconnect teaching to the disciplines; The problem with student evaluation forms that are identical across the disciplines; More.

Additional Info:
This set of two volumes offers statements from disciplinary/professional societies on what faculty work deserves recognition and reward in their unique culture/community. Volume I covers religion, history, geography, math, chemistry, the arts, business, journalism, and family/consumer science, plus the National Education Association. (From the Publisher)

Table Of Content:
Foreword (Eugene Rice)
Editors' Note
Describing the Work of Faculty: Disciplinary Perspectives
Statements (Robert M. Diamond and Bromwyn E. Adam)

Statements
ch. 1 Humanities and Social Sciences
American Academy of Religion - Religious Studies and the Redefining Scholarship Project (A Report of the AAR Ad Hoc Committee on "Defining Scholarly Work")
American Historical Association - Redefining Historical Scholarship (Report of the American Historical Association Ad Hoc Committee on Redefining Scholarly Work)
Association of American Geographers - Toward a Reconsideration of Faculty Roles and Rewards in Geography, Faculty Roles and Rewards

ch. 2 Natural Sciences
American Chemical Society - Report of the American Chemical Society Task Force on the Definition of Scholarship in Chemistry (J. Ivan Legg; Laurence A. Nafie; Paula P. Brownlee; William E. Broderick; Norman C. Craig; Marcetta Y. Darensbourg; William B. DeLauder; Slayton A. Evans, Jr.; Ursula M. Mazur; Theodore E. Tabor; Edward K. Mellon; and Joseph G. Morse)
Joint Policy Board for Mathematics - Recognition and Rewards in the Mathematical Sciences (Report of the Joint Policy Board for Mathematics, Committee on Professional Recognition and Rewards (excerpt))

ch. 3 Fine, Performing and Applied Arts
National Office for Arts Accreditation in Higher Education - The Work of Arts Faculties in Higher Education
Landscape Architectural Accreditation Board
National Architectural Accrediting Board
National Association of Schools of Art and Design
National Association of Schools of Dance
National Association of Schools of Music
National Association of Schools of Theatre

4 Professional Programs
American Assembly of Collegiate Schools of Business - Defining Scholarly Work in Management Education (William K. Laidlaw, Jr.)
Association for Education in Journalism and Mass Communication - Report of the Association for Education in Journalism & Mass Communication on the Definition of Scholarship in Journalism (Task Force)
Council of Administrators of Family and Consumer Sciences - Recognition and Rewards in the Family and Consumer Sciences

Appendix
National Education Association (NEA) Statement on Faculty Reward Structures
References and Resources
About AAHE

Additional Info:
The first textbook to offer novice and experienced teachers guidelines for the “how” and “why” of self-study teacher research

Designed to help pre- and in-service teachers plan, implement, and assess a manageable self-study research project, this unique textbook covers the foundation, history, theoretical underpinnings, and methods of self-study research. Author Anastasia Samaras encourages readers to think deeply about both the “how” and the “why” of this essential professional development tool as they pose questions and formulate personal theories to improve professional practice.

Written in a reader-friendly style and filled with interactive activities and examples, the book helps teachers every step of the way as they learn and refine research skills; conduct a literature review; design a research study; work in validation groups; collect and analyze data; interpret findings; develop skills in peer critique and review; and write, present, and publish their studies.

Key Features

• A Self-Study Project Planner assists teachers in understanding both the details and process of conducting self-study research.

• A Critical Friends Portfolio includes innovative critical collaborative inquiries to support the completion of a high quality final research project.

• Advice from the most senior self-study academics working in the U.S. and internationally is included, along with descriptions of the self-study methodology that has been refined over time.

• Examples demonstrate the connections between self-study research, teachers’ professional growth, and their students’ learning.

• Tables, charts, and visuals help readers see the big picture and stay organized.
(From the Publisher)

Table Of Content:
Preface
Acknowledgments
List of Tables

Part I: The 6 Ws of Self-Study Research
ch. 1 Understanding Self-Study: What and Why
ch. 2 Overview of the Self-Study Process: What and How
ch. 3 The Self-Study Community: When and Where and Who
ch. 4 The Self-Study Research Methodology: Why and How
ch. 5 Self-Study Methods: Why and How

Part II: Your Self-Study Project
ch. 6 Design
ch. 7 Protect
ch. 8 Organize Data
ch. 9 Collect Data
ch. 10 Analyze Data
ch. 11 Assess Research Quality
ch. 12 Write
ch. 13 Present and Publish

Appendix A: Sample of a Self-Study Teacher Research Exemplar Brief Highlighting Five Foci
Appendix B: Self-Study is Not Just for Classroom Teachers

Glossary
References
Index
About the Author

Additional Info:
Classroom instructors implementing pedagogical strategies for embodied learning about sexuality and religion need institutional support and assistance from colleagues and mentors to be successful. One means of providing institutional and peer support for classroom instructors is to host and lead a pedagogy workshop. Building on the work of Ott and Stephens on embodied learning and other articles and teaching tactics found throughout this issue of Teaching Theology and Religion, this article presents a sample design for a two-hour workshop with faculty and/or graduate teaching assistants on the topic of teaching sexuality and religion. Non-expert facilitators can lead this workshop and it is intended to start a conversation about pedagogy rather than to provide definitive answers to end the discussion. The goals are to demystify a taboo topic and to provide concrete strategies for teaching that will promote responsible engagement and a better-integrated learning experience for students.

Additional Info:
The number of part-time faculty members is increasing steadily, to the point that most colleges and universities could not function efficiently without them. The evening and weekend availability of adjunct faculty enables us to expand class schedules to serve the educational needs of nontraditional students, and their expertise offers students important real-world perspectives.Yet there is often a lack of preparation or support for their vital role. Best Practices for Supporting Adjunct Faculty is written for a full range of academic leaders, including instructional administrators, department chairs, and directors of teaching and learning centers. It showcases proven initiatives at a variety of institutional types—two- and four year, public and private—that help achieve the needs of adjunct instructors, while increasing their effectiveness within institutions’ existing delivery systems. This book provides research data on the initiatives highlighted, and valuable ideas for institutions expanding their professional development opportunities for part-time instructors—thus enhancing student learning and improving accountability outcomes. Contents include:

* Deepening our understanding of adjunct faculty
* Ensuring an effective start for adjunct faculty
* Supporting adjunct faculty through face-to-face and online programming
* Mentoring adjunct instructors in a variety of approaches
* Building community and a sense of mission
* Analysis of orientation, pre-service training, recognition, and comprehensive professional development programs for adjunct faculty
* Portraits of proven programs and strategies for implementing initiatives atyour institution
* An adjunct professor’s perspective on the benefits of supporting your part-timers’ teaching
(From the Publisher)

Table Of Content:
About the Authors
Preface

ch. 1 Deepening Our Understanding of Adjunct Faculty (Richard E. Lyons)
ch. 2 Ensuring an Effective Start for Adjunct Faculty: Orientation With Multiple Options (Kevin Yee)
ch. 3 The Part-Time Faculty Institute: Strategically Designed and Continually Assessed (Marianne H. Hutti, Gale S. Rhodes, Joni Allison, and Evelyn Lauterbach)
ch. 4 A Proven Program for Supporting Adjunct Faculty Online, (Daryl Peterson)
ch. 5 Mentoring Adjunct Instructors: Fostering Bonds That Strengthen Teaching and Learning (Cynthia Zutter)
ch. 6 A Mentoring Network for Adjunct Faculty: From Proposal to Pilot to Five-Year Plan, (Gayle Nolan, Cynthia Siegrist, and Nancy Richard)
ch. 7 A Consortium Approach to Supporting Part-Time Faculty, (Helen Burnstad, Ben Hayes, Cindy Hoss, and Ann-Marie West)
ch. 8 An Applied Course in Teaching That Serves the Home and Neighboring Institutions (Thomas Lux)
ch. 9 The Associate Program: A Foundation for Professional Growth in Adjunct Faculty (Russell Richardson)
ch. 10 Adjunct Faculty Associates Professional Development Program (Keith Barker, and Dan Mercier)
ch. 11 Supporting Adjunct Faculty Through Orientation and Mentoring Initiatives and an Online Professional Development Course (Jeanne C. Silliman)
ch. 12 A Proven, Comprehensive Program for Preparing and Supporting Adjunct Faculty Members (Frank Harber, and Richard E. Lyons)
ch. 13 Initiating a Support System for Adjunct Faculty: The First Year (Laura Renninger, Shannon Holliday, and Marie Carter)
ch. 14 The Two-Year Effort to Build a Program That Provides Part-Time Faculty Pedagogical Support, Community, and a Sense of Mission, (H. Edward Lambert, and Milton D. Cox)
ch. 15 Professional Development Geared to Part-Timers' Needs: An Adjunct Professor's Perspective (Jason Schwartz)

Index

Additional Info:
Presenting numerous activities--for both individuals and groups--designed to foster self-knowledge and growth in teaching, the authors examine the primary elements of the teaching-learning exchange. Valuable special resources, including scales for measuring beliefs and values about teaching describes individual teaching styles. (From the Publisher)

Table Of Content:
The Authors

Pt. 1 Exploring the Personal Side of Teaching
ch. 1 Relating Personal Growth and Teaching Style
ch. 2 Understanding Basic Concepts of Teaching and Learning
ch. 3 Analyzing the Instructional Process

Pt. 2 Reflecting on the Teaching and Learning Exchange
ch. 4 Content
ch. 5 Environment
ch. 6 The Teacher
ch. 7 The Learning Community
ch. 8 The Learner

Pt. 3 Integrating Teaching Concepts with Teaching Style
ch. 9 Matching Methods to Teaching Style
ch. 10 Developing a Personal Style

Resource A. The Van Tilburg/Heimlich Teaching Beliefs Scale
Resource B. The Norland/Heimlich Teaching Values Scale
Resource C. Focusing on Culture as a Characteristic of Learners
Resource D. Representative Teaching Methods and Techniques
References

Index

Additional Info:
If you're willing to move outside your familiar and comfortable way of teaching and try team teaching, you'll find many challenges but also many rewards.

Additional Info:
For assistant professors envisioning tenure, this completely revised publication is about as close to being a mentor as a book can be! Using a representative institution and a prototype assistant professor, Mentor in a Manual provides invaluable counsel for those on the tenure track. Twelve chapters take the new hire through each step with advice on making it through the mazes. (From the Publisher)

Table Of Content:
Foreword by Allan W. Ostar
Publisher's Notes
Preface to the Anniversary Edition
Preface to the Second Edition

ch. 1: Acquiring a Professional Frame of Mind
ch. 2: Getting to Know Your Territory
ch. 3: Grasping Generic Institutional Expectations
ch. 4: Appreciating the Practical Politics of Getting Promoted
ch. 5: The Teaching Challenge: Preparing to Teach
ch. 6: The Teaching Challenge: In the Classroom
ch. 7: The Teaching Challenge: Outside the Classroom
ch. 8: The Research Paradigm
ch. 9: The Service Syndrome
ch. 10: A Bottom Line: Getting Published
ch. 11: Bell, Candle, and Book
ch. 12: Presenting Your Credentials for the Ultimate Decision

Appendix A: What Do I Do if I Don’t Make Tenure?
Appendix B: Suggested Readings
Index

Additional Info:
Click Here for Book Review
Abstract: Higher educations professionals face a myriad of competing demands on their time. Many of these pressures exist apart from teaching and outside the classroom altogether. Career requirements can seem to be never ending, and if they are not carefully managed and balanced, they can overrun even the most committed scholar’s resolve.

The latest book in Atwood’s 147 Tips series, 147 Practical Tips for Emerging Scholars presents readers with a much-needed guide to the varied ins and outs of a career in higher education. Advocating detailed planning and clear priorities, the authors have crafted a thorough and accessible book to simplify and de-stress the navigation of a scholar’s world. Their pragmatic and detailed tips offer advice on crucial topics including:

- Writing grants
- Research
- Working with technology
- Collaboration
- Mentoring

The authors write:
147 Practical Tips for Emerging Scholars assists you in developing your successful professional journey as a scholar by delivering proven and succinct guidance.... You can use this book as a ready reference that you can turn to again and again for solid direction, clarity, and encouragement.

This essential volume offers fresh and enriching insights, and will prove an indispensable tool for higher education professionals - new and veteran alike. (From the Publisher)

Table Of Content:
Dedication
Acknowledgments
Introduction

ch. 1 Time Management and the Missing Operating Instructions
ch. 2 How to Approach Academic Careers Systematically

Tips Categories
-Taking Control of Your Career as a Scholar
- Building A Research Agenda
- General Writing Tips
- Developing and Writing Your Literature Review
- Presenting at Conferences
- Publishing in Refereed Journals
- Writing Grants
- Writing Academic Books
- Ethics and Responsibility
- Technology for Writing and Teaching
- Passing It On: Collaborating and Mentoring

References
Appendix A: Resource Appendix
Appendix B: Three Research and Publication Tracking Tables
About the Authors

Additional Info:

Additional Info:
Using Cases in Higher Education: A Guide for Faculty and Administrators is an essential resource created for faculty and administrators who utilize case studies to analyze, assess, and respond to the complex and difficult issues facing higher education leaders. While this volume will prove useful with any case study, it is specifically designed to complement the series of casebooks and teaching notes, starting with Casebook I: Faculty Employment Policies and Teaching Notes to Casebook I: Faculty Employment Policies. (From the Publisher)

Table Of Content:
Preface
Introduction: Teaching and Learning with Case Studies

ch. 1. Overview: Using Cases in Higher Education
ch. 2. Case Studies as Teaching Tools
ch. 3. Essential Elements of Effective Case Teaching
ch. 4. Post-Discussion Learning

Annotated Bibliography
Appendix Kansas State University Case
Index

Additional Info:
Lee Shulman has been president of the Carnegie Foundation for the Advancement of Teaching since 1997. He is a former president of the American Educational Research Association as well as past president of the National Academy of Education. In this second volume of a landmark two volume collection of Shulman's best work, he addresses such compelling questions as What are the most effective approaches to teaching? How important is knowledge of subject matter to a teacher's success? And, how do we measure success in teaching and learning? (From the Publisher)

Table Of Content:
Sources
About the Author
Acknowledgments
Foreword
Introduction

Pt. 1 Learning
ch. 1 Professing the Liberal Arts
ch. 2 Taking Learning Seriously
ch. 3 Problem-Based Learning: The Pedagogies of Uncertainty
ch. 4 Making Differences: A Table of Learning

Pt. 2 The Profession of Teaching
ch. 5 Knowledge and Teaching: Foundations of the New Reform
ch. 6 Learning to Teach
ch. 7 Toward a Pedagogy of Substance
ch. 8 Teaching as Community Property: Putting an End to Pedagogical Solitude
ch. 9 The Scholarship of Teaching: New Elaborations, New Developments
ch. 10 From Minsk to Pinsk: Why a Scholarship of Teaching and Learning?
ch. 11 Lamarck's Revenge: Teaching Among the Scholarships
ch. 12 From Idea to Prototype: Three Exercises in the Peer Review of Teaching
ch. 13 The Pedagogical Colloquium: Three Models
ch. 14 Course Anatomy: The Dissection and Analysis of Knowledge Through Teaching
ch. 15 Visions of the Possible: Models for Campus Support of the Scholarship of Teaching and Learning
ch. 16 The Doctoral Imperative: Examining the Ends of Erudition

Index

Additional Info:
Describes strategies through which faculty can document and "go public" with their teaching - be it for purposes of improvement or evaluation. Each of nine chapters features a different strategy - from the fairly simple, low-risk "teaching circle," to "course portfolios," to more formal departmental occasions such as faculty hiring - with reports by faculty who have actually tried each strategy, guidelines for good practice, and an annotated list of resources. Offers lessons campuses can use to create more effective systems for the formal evaluation and reward of teaching. (From the Publisher)

Table Of Content:
Preface by Russell Edgerton
Introduction

ch. 1 Teaching Circles: Starting the Conversation; Setting a Scholarly Tone Teaching Circles in the History Department at Kent State University by John Jameson; Fostering Collective Responsibility for Student Learning Teaching Seminars in the University of North Carolina at Charlotte Mathematics Department by Charles Burnap and Miriam Leiva; Learning Together An Online Faculty Conversation About Online Student Conversation at Rio Hondo College by Susan Obler

ch. 2 Reciprocal Visits and Observations: Opening the Classroom Door; Reciprocal Classroom Visits An Experiment in the Temple University History Department by William Cutler and Howard Spodek; The Teacher Observation/Peer Support (TOPS) Program at California State University-Dominguez Hills by Kathleen McEnerney and Jamie L. Webb; The Featured Faculty Program at Eastern Michigan University byDeborah DeZure

ch. 3 Mentoring: Teachers Teaching Other Teachers; A New Faculty Mentoring Program in the Stanford English Department byDavid Halliburton;The Faculty Tutorial Program at Saint Olaf College by Jonathan Hill; The Issue of Supply Fostering Senior Faculty Leadership at The College of Saint Catherine by Marilou Eldred

ch. 4 A Focus on Student Learning; Interviewing Each Other's Students in the Legal Studies Program at the University of Georgia by Peter Shedd; Classroom Assessment as a Context for Faculty Conversation and Collaboration at California State University-Long Beach by Susan Nummedal; Making Students More Active Agents in Their Learning TQM in the Syracuse University School of Business by Frances Zollers

ch. 5 Portfolios: Putting the Pieces Together; Inventing a New Genre The Course Portfolio at the University of Wisconsin-La Crosse by William Cerbin; Developing a Course Portfolio in Math A Report From the University of Nebraska-Lincoln by Steve Dunbar

ch. 6 Team Teaching and Teaching Teams; Teaching Teams in the Math Department at the University of Nebraska-Lincoln by Steve Dunbar; A Team Approach to Course Design and Teaching in an Integrated Arts and Humanities Course at Alverno College by Kevin Casey; Coordinated Studies A Model for Faculty Collaboration and Team Teaching in a Consortium of Washington Campuses by Jean MacGregor; Team Teaching About Teaching the Disciplines The Pedagogy Seminar at Millersville University by Barbara Stengel

ch. 7 Collaborative Inquiry and Pedagogical Scholarship; Collaborative Inquiry in the Teaching of Writing Theory and Practice at the University of Nebraska-Lincoln by Joy Ritchie; Collaborative Inquiry in an Early Childhood Education Course at the University of Wyoming by Jane Nelson; A Collaborative, Comparative Study of Student Learning in Chemistry at the University of Wisconsin-Madison by John Wright

ch. 8 Departmental Occasions for Collaboration; The Pedagogical Colloquium Focusing on Teaching in the Hiring Process in the Stanford University History Department by Richard Roberts; A Professional Development Program for Graduate Students Fostering Collaboration in the Writing Program at Northern Arizona University by Geoffrey Chase; The Departmental Teaching Library A Mathematics Course File at the University of North Carolina at Charlotte by Charles Burnap

ch. 9 Intercampus Collaboration and external Review of Teaching External Peer Review of Teaching A New Effort in the Chemistry Department at IUPUI by David Malik; Piloting Long Distance Interviews With Students as a Potential Component of the External Peer Review of Teaching by Jere Morehead

Conclusion: From Peer Collaboration to Peer Review
About the AAHE Teaching Initiative
About the AAHE’s Peer Review of Teaching Project

Additional Info:
Click Here for Book Review
Abstract: This edited book series serves as a guide to the study of improved training, employment and administration of graduate and professional student development programs. A new publication that addresses a critical need in higher education. The series is designed to highlight all aspects of professional development of graduate and professional students. (From the Publisher)

Table Of Content:
Introduction
  
Section 1: Taxonomy of TA Training Programs
ch 1 Graduate Student Professional Development: A Decade after Calls for National Reform

Section 2: Orientations
ch. 2 An Introductory Classification of Graduate Teaching Assistant Orientations

Section 3: Mentor and Lead TA Programs
ch. 3 Assessing Graduate Consultant Programs: Directors’ Perceptions of Rationales, Content, Activities, and Benefits
ch. 4 Teaching Mentorship Programs for Graduate Student Development

Section 4: Teaching Courses
ch. 5 Graduate and Professional Student Development: The Role of the Pedagogy Course
ch. 6 Rethinking Courses in College Pedagogy for the Sciences: An Analysis and Subsequent Model

Section 5: Teaching Certificates
ch. 7 Graduate Student Teaching Certificates: Survey of Current Programs
ch. 8 Leveraging Existing PFF Resources to Create a Certificate of University Teaching

Section 6: Other Programming
ch. 9 A Comparative Study of GTA Development in Japan and the US

Section 7: Conclusion
ch. 10 Steps Toward a Framework for an Intended Curriculum for Graduate and Professional Students: How We Talk about What We Do

Additional Info:
Click Here for Book Review
Abstract: In order to make appropriate changes to improve your teaching and your students’ learning, first you need to know how you’re teaching now. Figure it out for yourself and invigorate your teaching on your own terms!

This practical evidence-based guide promotes excellence in teaching and improved student learning through self-reflection and self-assessment of one’s teaching. Phyllis Blumberg starts by reviewing the current approaches to instructor evaluation and describes their inadequacies. She then presents a new model of assessing teaching that builds upon a broader base of evidence and sources of support. This new model leads to self-assessment rubrics, which are available for download, and the book will guide you in how to use them. The book includes case studies of completed critical reflection rubrics from a variety of disciplines, including the performing and visual arts and the hard sciences, to show how they can be used in different ways and how to explore the richness of the data you’ll uncover. (From the Publisher)

Table Of Content:
Preface
The Author

ch. 1 Growing Your Teaching Effectiveness: An Overview

Part I - A Teaching Model That Promotes Better Learning
ch. 2 Beliefs Leading to Better Teaching
ch. 3 Essential Aspects of Effective Teachingv ch. 4 Documenting Critical Self-Refl ection of Teaching
ch. 5 Evidence-Based Approaches to Enhance Teaching
ch. 6 Finding and Using Literature to Promote Better Teaching

Part 2 - A Model To Assess Teaching To Promote Better Learning
ch. 7 Principles of Assessing Teaching
ch. 8 Model for Assessing Teaching

Part 3 - Self Assessment Rubrics
ch. 9 How to Assess Teaching Using Rubrics Based on the Assessment Model
ch. 10 What These Rubrics Assess, and How That Improves Teaching

Part 4 - Cases Showing Effective Uses For the Rubrics
Introduction
ch. 11 How a Beginning Assistant Professor Used Rubrics to Plan and Track Her Personal Faculty Development
ch. 12 How a Faculty Developer Used the Rubrics with a Pretenure Instructor to Facilitate Improvement
ch. 13 How an Experienced Professor Used the Rubrics to Document Her Scholarship of Teaching and Learning
ch. 14 How a Pretenured Professor Used the Rubrics to Assess His Mentoring Undergraduate and Graduate Students in Research
ch. 15 How an Experienced Clinical Professor Used the Rubrics to Assess His Changed Roles While Precepting or Supervising Students in Hospital Settings

Comparisons among the Cases
References
Appendix: Rubrics for Self-Assessment of Teaching: Tools for Improving Different Types of Teaching
Index

Additional Info:
Reflective practice has moved from the margins to the mainstream of professional education. However, in this process, its radical potential has been subsumed by individualistic, rather than situated, understandings of practice. Presenting critical perspectives that challenge the current paradigm, this book aims to move beyond reflective practice. It proposes new conceptualisations and offers fresh approaches relevant across professions. Contributors include both academics and practitioners concerned with the training and development of professionals.

Definitions of reflection (which are often implicit) often focus on the individual's internal thought processes and responsibility for their actions. The individual - what they did/thought/felt – is emphasised with little recognition of context, power dynamics or ideological challenge. This book presents the work of practitioners, educators, academics and researchers who see this as problematic and are moving towards a more critical approach to reflective practice.

With an overview from the editors and fourteen chapters considering new conceptualisations, professional perspectives and new practices, Beyond Reflective Practice examines what new forms of professional reflective practice are emerging. It examines in particular the relationships between reflective practitioners and those upon whom they practise. It looks at the ways in which the world of professional work has changed and the ways in which professional practice needs to change to meet the needs of this new world. It will be relevant for those concerned with initial and ongoing professional learning, both in work and in educational contexts. (From the Publisher)

Table Of Content:
Acknowledgments
List of Contributors
Introduction and Overview

Part I: Conceptual Challenges
ch. 1 Professionalism and social change – the implications of social change for the ‘reflective practitioner' (Nick Frost)
ch. 2 Relocating reflection in the context of practice (David Boud)
ch. 3 Beyond reflective practice: reworking the "critical" in critical reflection (Jan Fook)
ch. 4 A learning practice: Conceptualizing professional lifelong learning for the healthcare sector (Stephen Billett and Jennifer Newton)
ch. 5 Really reflexive practice: auto/biographical research and struggles for a critical reflexivity (Linden West)

Part II: Professional Perspectives
ch. 6 Voices from the past: professional discourse and reflective practice (Janet Hargreaves)
ch. 7 It’s all right for you two, you obviously like each other: recognizing challenges in pursuing collaborative professional learning through team teaching (Sue Knights, Lois Meyer and Jane Sampson)
ch. 8 Preparing for patient-centered practice: developing the patient voice in health professional learning (Penny Morris, Ernest Dalton, Andrea McGoverin, Fiona O'Neil, Jools Symons)
ch. 9 Informal Learning by Professionals in the United Kingdom (Geoffrey Chivers)
ch. 10 Judgment, narrative and discourse: a critique of reflective practice (David Satltiel)

Part III: New Practices
ch. 11 Re-imagining reflection: creating a theatrical space for the imagination in productive reflection (Kate Collier)
ch. 12 A step too far? From professional reflective practice to spirituality ( Cheryl Hunt)
ch. 13 Developing critical reflection within an interprofessional learning program (Kart Karban and Sue Smith)
ch. 14 Beyond reflection dogma (John Sweet)

Additional Info:
Click Here for Book Review
Using Action Inquiry in Engaged Research: A Professional Guide offers higher education and school professionals practical guidance and methods for using the Action Inquiry Model (AIM) in engaged research initiatives and community partnerships. Replete with group exercises and case studies, this guide was originally developed to supplement workshops for faculty, administrators and students working on action initiatives that focused on critical educational issues facing local communities. It provides a useful framework and straightforward techniques for building empowering partnerships.

The Action Inquiry Model (AIM) includes four stages:
• Assessment: Using research and experience to identify critical challenges facing the university with respect to the improvement of educational opportunities
• Organization: Developing workgroups to collaborate on initiatives that address critical challenges; providing financial support for new initiatives; and providing release time and professional development opportunities for faculty and staff who engage in reform initiatives
• Action Initiatives: Treating reforms as pilot tests for new strategies, as a means of promoting organizational learning, professional development, and student success
• Evaluation: Integrating the evaluation of current programs and incorporating new initiatives into the reform process.

This guide provides two methods for learning the inquiry process: a step-by-step process for defining tasks for teams of researchers and practitioners working together to use research to inform the educational improvement; and sets of case studies on assessment and action inquiry to inform groups in collectively discussing problems and strategies, an approach that supports the classroom use of the Guide.

The key tasks in action inquiry initiatives include:
1. Build an understanding of the challenge
2 Identify the causes of the challenge using data to test hypotheses
2. Look internally and externally for solutions
3. Assess possible solutions
4. Develop action plans
5. Implement pilot test, and evaluate

This guide is appropriate for professional development programs and as a text for higher education Masters and Ph.D. programs. (From the Publisher)

Table Of Content:
Tables
Figures
Foreword (Timothy K. Eatman)
Acknowledgments
Introduction

ch. 1 Getting Started
ch. 2 Focus on Barriers to Social Justice
ch. 3 Organizing for Change
ch. 4 Using Information for Change
ch. 5 Learning From Experience

Afterword (Rick Dalton)
References
About the Contributors
Index

Additional Info:
"This handbook provides essential information on regulations and procedures. It is a compilation of policy and procedure statements from a variety of the Department, College of Arts and Science, and the University Graduate School documents. It is intended as a guide to fulfilling the responsibilities associated with an appointment as an Associate Instructure"

Table Of Content:
1 Associate Instructor as Teacher
1 Preparing to Teach
2 Your Own Class
4 A Section of a Larger Class
5 The Syllabus
6 Class Rolls and Grade Books
6 Course Packets and Readers
7 Classrooms
7 Office Hours
9 Ideas for Teaching
9 Choosing an Instructional Style
11 First Class Survival Tips
12 Skills of a Good Teacher
12 Show You Care
14 Keep Students Engaged
16 Communication Checklist
20 Using Instructional Media
25 Discussion Sections
25 Preparing for Discussions
27 Facilitating Discussions
28 Problems With Discussions
30 Laboratory Sections
30 Preparing Lab Sections
31 Managing Lab Sections
31 Safety Procedures
31 Student Preparation
32 Supervising the Experiment
32 Refrain from giving outright answers
33 Lecturing
33 Preparing Lectures
36 Questioning in the Classroom
37 Rewarding Student Participation and Providing Feedback
38 Teaching Outside the Field of Specialty
39 Evaluation of Student Performance
39 Determining Evaluative Criteria
40 Test Construction
42 Constructing Writing Assignments
43 Responding to Student Writing
45 Grading
46 Recording and Distribution of Grades
46 Complaints about Grades
47 The University Grading System
48 Evaluation of Instruction
48 Teacher-Course Evaluation Options for AIs
50 Ethics and the Associate Instructor
50 Academic Integrity
50 Academic Misconduct
52 Privacy of Student Records
52 Letters of Recommendation
53 Sexual Harassment
54 Assisting Emotionally Troubled Students
54 Assisting Students with Disabilities
54 Diversity
54 Accomodating Religious Holidays
55 Teachings with Student Diversity in Mind
59 Cultural Differences for International AIs
60 What Help is Available for New Instructors?
61 Sources
62 Bibliography on College Teaching
64 References
Appendix: Instructor's Guide to Student Services

Additional Info:
Journal Issue. Full text is available online.

Table Of Content:
Introduction to the Leadership Study Project (G. Douglass Lewis)
The Presidential Experience in Theological Education: A Study of Executive Leadership (Leon Pacala)
A Retrospective Study of The Institute for Theological Education Management (William L. Baumgaertner)
Walking the Narrow Path: Female Administrators in ATS Schools (Barbara Brown Zikmund)
Theological Education and Racial/Ethnic Leadership (J. Oscar McCloud)
Principles for Developing Executive Leaders (D. Douglas McKenna and Jeffrey J. McHenry)
Nonprofit Executive Leadership Education Study (David J. Nygren and Miriam D. Ukeritis)

Additional Info:
Provides resources for department chairs, directors of graduate studies, graduate faculty, graduate deans, and others interested in the quality of graduate education. Produced by Vanderbilt University’s Center for Teaching.

Additional Info:
Click Here for Book Review
Not everyone is surprised at the rumor suggesting that Karl Wolfe, Dean of The University School, recently told Rebecca Swingle, new professor at the school, that a promotion could be more easily attained were she to sleep with him. Certainly those least surprised were several female students who had been the target of the Dean's amorous behavior. But the question remains--who might stand and suggest that such behavior should not occur in a divinity school, of all places?

The Dean's Demise offers readers a fictional case study in how something like sexual harassment impacts a divinity school's educational vision, its theological understanding of community, and the practical issues of governance.

Table Of Content:
Prologue: 1979
Ten Years Later, 1989,
Fall Academic Quarter
Ch. One
Ch. Two
Ch. Three
Ch. Four
Ch. Five Ch. Six
Ch. Seven
Ch. Eight
Winter Quarter 1989/1990
Ch. Nine
Ch. Ten
Ch. Eleven
Ch. Twelve
Ch. Thirteen
Ch. Fourteen
Ch. Fifteen
Ch. Sixteen
Ch. Seventeen
Ch. Eighteen
Ch. Nineteen
Ch. Twenty
Ch. Twenty-One
Ch. Twenty-Two
Ch. Twenty-Three
Ch. Twenty-Four
Spring Quarter 1990
Ch. Twenty-Five
Ch. Twenty-Six
Ch. Twenty-Seven
Early Summer 1993
Ch. Twenty-Eight

Additional Info:
Journal Issue

Additional Info:
Journal Issue. Full text is available online.

Table Of Content:
Introduction (James L. Waits)
Issues for Future Faculty Planning (Joseph C. Hough, Jr.)
Choosing and Nurturing Faculty for an Unconventional Seminary (Barbara Brown Zikmund and William McKinney)
Faculty Development: An Organic Perspective (Samuel T. Logan, Jr.)
Evaluating an Uncertain Craft: Faculty Assessment and Theological Education (Mary C. Boys, SNJM)
Standards for Innovation: The Case for Theological Librarians (Stephen D. Crocco and Sara J. Myers)
Riding the Whirlwind: The Community of Scholars as a Response to the Changing Face of Theological Education (David D. Thayer, SS)

Additional Info:
The Survival Guide for New Faculty Members: Outlining the Keys to Success for Promotion and Tenure provides new faculty members with practical, down-to-earth wisdom and suggestions for successfully working through to tenure and promotion. The authors—both successful and experienced administrators and experts in higher education—have provided an extremely well-organized and useful guide for new faculty members. It focuses on all aspects of becoming a new faculty member including the various expectations in completing a successful journey toward promotion and tenure. The book underscores the importance of recognizing the three facets of faculty life of teaching, research, and service. This volume clearly sets out, compares, and separates those three components with clarity and provides very useful advice for putting the three together. Taken together with the chapters on “Documenting Your Progress” and “Promotion and Tenure,” new faculty are provided with a solid, practical introduction to building a foundation for success in higher education. Feedback and tips are also provided within each chapter. It is written in a style that readers will be able to easily comprehend and understand and is supported with many examples. In addition, the information can be easily applied to new faculty at various types of institutions of higher education. (From the Publisher)

Table Of Content:
Foreword
Preface 

Part I: The Basic Fundamentals
ch. 1 Choosing The Right Institution
Searching the Chronicle of Higher Education
Type of University
What to Look for Regarding a Faculty Position
Application Materials 
Phone Interview 
Campus Visit 
Questions to Ask While on Campus
Job Offer/Negotiations
Conclusion 
Faculty Tips on Getting Started 
 
ch. 2 What To Do Prior To Arriving At Your New Institution
Finish Your Dissertation 
What if You Don’t Finish? 
Finding a Place to Live 
School Options 
Transportation 
Athletic Events 
Community and Cultural Events 
Children’s Programs 
Visiting the Community
Shopping
Nightlife 
Parks 
Discuss Class Load 
Faculty Expectations and Support 
Conclusion 
Faculty Tips about Relocating 
 
ch. 3 Learning About Your New Institution Once You Are There
Core Curriculum 
Programs Offered 
New Faculty Training 
Faculty Mentors 
Faculty Evaluations 
Funding Opportunities 
Internal Funding Opportunities 
External Funding Opportunities 
University Culture 
Conclusion
Faculty Tips on Learning about Your Institution
 
Part II: The Nuts and Bolts of Success
ch. 4 Teaching
Class Load and Schedule 
Course Teams 
Syllabus Development 
Assessments 
Teaching Style 
Available Technology and Support 
Being Successful 
Student Issues 
Faculty Expectations 
Conclusion 
Faculty Tips about Teaching 
 
ch. 5 Research and Scholarly Activity
Release Time 
Developing Ideas
Research Agenda 
Human Subjects Process 
Manuscript Preparation 
Presentations 
Grant Funding 
Being Successful 
Collaboration/Outreach 
Faculty Expectations
Conclusion 
Faculty Tips about Scholarly Activity 
 
ch. 6 Service
Department Service
College Service 
University Service 
Public School Service 
Community Organization Service 
Professional Organization Service 
Documentation of Service 
Being Successful 
Faculty Expectations 
Conclusion
Faculty Tips about Service 
 
Part III: The Final Steps
ch. 7 Documenting Your Progress
Keeping Track
Developing a Plan 
Constant Updates 
Documenting your Work 
Conclusion 
Faculty Tips on Documenting your Progress 

ch. 8 Promotion and Tenure
When does Promotion and Tenure Occur? 
Preparation for Promotion and Tenure 
What do you submit for Promotion and Tenure? 
What are the Procedures and Timelines for Promotion and Tenure? What Happens if you are Denied Promotion and Tenure? 
Conclusion 
Faculty Tips about Promotion and Tenure 

ch. 9 Creating A Harmony For Being Successful
Find Your Niche 
Focus on your Strengths 
Be Realistic
Find a Balance 
Conclusion 
Faculty Tips on Being Successful 
 
Appendices
Appendix A: University Research Grant Application 
Appendix B: Sample Undergraduate Syllabus 
Appendix C: Sample Graduate Syllabus 
Appendix D: Sample Human Subjects Proposal Form 
Appendix E: Sample Human Subjects Reviewer Form 
Appendix F: Completed Human Subjects Proposal 
Appendix G: Sample Promotion and Tenure Packet 
Index 

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Abstract: Focuses on the opportunities and challenges of using the science of change to improve the academic enterprise.

This is not another book about why higher education needs to change. This volume is about how to facilitate change. What could higher education achieve if varied stakeholders decided to work together to accomplish a shared vision by using data and scaling up evidence-based interventions? The contributors offer examples and instructions to help execute change in order to drive collective impact. When we understand large-scale change in other sectors, such as healthcare, business, and the social sector, it can help inform us of what collective impact looks like and how to get there. A deeper investigation into the science of change will enable us to work towards increasing access, overcoming racial disparities, reducing the need for remediation, and improving learning outcomes. (From the Publisher)

Table Of Content:
List of Illustrations
Foreword: Bringing Collective Impact to Higher Education (Nancy L. Zimpher)
Acknowledgments
Introduction (Jason E. Lane)

ch. 1 Collective Leadership in Higher Education: Moving from Competition to Collaboration to Impact (Jason E. Lane, B. Alex Finsel, and Taya L. Owens)
ch. 2 The Inconvenient Truth about Change Management: Why It Isn’t Working and What to Do about It (Scott Keller and Carolyn Aiken)
ch. 3 From Perpetuation to Innovation: Breaking through Barriers to Change in Higher Education (Jonathan S. Gagliardi)
ch. 4 The Rise of Collective Impact (Jeff Edmondson and Nancy L. Zimpher)
ch. 5 Using Design Thinking to Drive Collective Impact in Higher Education (David J. Weerts, Christopher J. Rasmussen, and Virajita Singh)
ch. 6 The Albany Promise Story: How a Community Came Together to Go All-in on Education Reform (Juliette Price)
ch. 7 What Large-scale Change Looks Like and How to Get There: Theories of Action A conversation (Jeff Edmondson, Jason Helgerson, Danette Howard, James Kvaal, Becky Kanis Margiotta, and Joe McCannon Moderated by David Leonhardt)

Contributors
Index

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This monograph suggests ways in which an institution can diversify its faculty and facilitate the work of the search committee before a candidate ever reaches the interview stage. It outlines a step-by-step process to improve the likelihood of a successful search, and it recommends items to consider after a hire is confirmed to ensure that the new faculty member will be more likely to stay. The sections are: (1) Before the Search Begins; (2) The Search Process; and (3) After the Search. Appendixes contain a checklist of best practices, a list of leading institutions for minority Ph.D.s, a list of baccalaureate institutions identified as producers of numbers of female doctorates; and a list of Web resources of programs for building diverse faculties. An annotated bibliography lists 59 sources for additional information. (Contains 36 references.) (From the Publisher)

Table Of Content:
Introduction

Part 1 - Before the search begins
Communicating the educational rationale
Aligning departmental and institutional commitments
Creating a welcoming environment
Securing resources
Countering segregated networks

Part 2 - The Search process
Forming the search committee
Educating the search committee on personnel issues
Debunking the myths
Creating the position description
Attracting a diverse candidate pool
Examining hiring biases
Hosting campus visits
Making the offer

Part 3 - After the search
Supporting the new hire
Assessing the search process and outcome
A final note

Appendices
A. Checklist of best practices
B. Leading Ph.D. institutions of minority Ph.D.s, 1993-1997
C. Baccalaureate institutions identified as women doctorate productivity leaders
D. Web resources of programs for building diverse faculties
Notes
References
Annotated Bibliography

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International seminarians seeking an education at academic institutions located in the United States often face a host of learning challenges. Seminary faculty that teach in these institutions are often confronted with a need to adjust their teaching methods to facilitate learning by international students. This essay outlines specific strategies to facilitate academic success of international seminarians by offering specific teaching methods for faculty and learning strategies for international students. Topics include training faculty in how to respond to diverse learning styles, expanding learning environments beyond the classroom, methods for enhancing student participation, and development of assignments. Strategies for student success include developing skills in how to improve note taking, critical reading, and writing.

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The article discusses the emerging models of mentoring as a vital contribution to a successful academic career. Mentoring has been defined as one-to-one relationship win which an experienced faculty member guides and supports the career development of early-career faculty member and research on faculty development. The article highlights the faculty-development resources which were published since 2000 and offers fresh models, concepts and thinking on mentoring in higher education. The resources provides new conceptualizations of mentoring, recent studies on mentoring, faculty-development programs and practices, and issues on gender and race.

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This new edition of a common-sense guide to all aspects of academic publishing contains an entirely new chapter on writing nonfiction for a general audience. It has been revised and updated throughout to reflect the state of new technologies and their meaning to authors. (From the Publisher)

Table Of Content:
Illustrations
Preface
Preface to the Second Edition
Preface to the Third Edition
Preface to the Fourth Edition
ch. 1 The Publishing Partnership
ch. 2 Journal Articles
ch. 3 Revising a Dissertation
ch. 4 Finding a Publisher for the Scholarly Book
ch. 5 Working with Your Publisher
ch. 6 Multiauthor Books and Anthologies
ch. 7 Finding a Publisher for the College Textbook
ch. 8 Working with Your Textbook Publisher
ch. 9 Books for General Readers
ch. 10 The Mechanics of Authorship
ch. 11 Costs and Prices
ch. 12 Electronic Publishing
Bibliography
Index

Additional Info:
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Abstract: Moving beyond critique, Alternative Solutions to Higher Education’s Challenges uses an appreciative approach to highlight what is working in colleges and universities and offers an examination of how institutions can improve practice. Drawing on examples and cases from real higher education institutions, this book offers a solution-focused framework that challenges the negative assumptions that have plagued higher education. Chapters explore how current narratives have perpetuated and maintained systematic flaws in our education system and have hindered reform. This invaluable resource breaks from the substantial literature that only highlights the many problems facing higher education today, and instead provides alternative strategies and essential recommendations for moving higher education institutions forward. (From the Publisher)

Table Of Content:
Preface

ch. 1 Developing a Toolbox for Appreciative Approaches to Change
ch. 2 Cultivating Organizational Strengths Through Democratic Leadership
ch. 3 Fostering an Enriching Community Life and Effective Public Service
ch. 4 Centering Institutional Practices Around Meaningful Student Learning
ch. 5 Leveraging Liberal Education to Promote Equal Opportunity
ch. 6 Embracing the Heart in the Head(y) World of Higher Education
ch. 7 Reclaiming Teaching in Person
ch. 8 Moving Forward

References
Index

Additional Info:
High-performance mentors are not born. Even experienced educators need training in order to provide constructive support to entry-year teachers. James B. Rowley's mentoring framework has been used to successfully train thousands of teachers to acquire the six essential behaviors of high-performance mentoring: committing, accepting, communicating, coaching, learning, and inspiring.
With more than twenty years of experience in training mentor teachers, Rowley blends real-life stories with established research to help readers
* Understand mentoring as a performance continuum with escalating developmental stages
* Improve assessment, communication, and coaching skills
* Reflect on the mentoring process and analyze mentoring relationships
* Utilize mentoring as a pathway to personal and professional growth
Designed for both experienced and novice mentor teachers, this book will also be an enormously useful resource for mentor program coordinators, trainers, staff developers, and principals who want to assure that participants grow in their teaching practice as a result of the mentoring experience.
(From the Publisher)

Table Of Content:
ch. 1 Introduction
ch. 2 Mentoring
ch. 3 Committing
ch. 4 Accepting
ch. 5 Communicating
ch. 6 Coaching
ch. 7 Learning
ch. 8 Inspiring

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Table Of Content:
ch. 1 Team Teaching in Religious Studies: Editor's Introduction (Ellen Posman, and Reid B. Locklin)
ch. 2 Embodies Religion, Embodied Teaching: Team Teaching "Food Religion" (Norma Baumel Joseph, and Leslie C. Orr)
ch. 3 Brain, Stomach and Soul (Cara Anthony, and Elsie Amel)
ch. 4 Building Interdisciplinary Networks: Team Teaching Benefits for Religious Studies Professors (Melissa Stewart, and Deborah Field)
ch. 5 Jews and Christians Learn from Memoirs: A Collegially Taught Course (Mary C. Boys, and Sarah Tauber)
ch. 6 Team Teaching India's Identities across State and National Borders (Amy L. Allocco, and Brian K. Pennington)
ch. 7 Team Teaching in Religious Studies: Suggested Resources

Additional Info:
1. They are value-driven. 2. They are connected to the world around them. 3. They require solitude and quiet. 4. They pace themselves. 5. They have contact with nature. 6. They are creative and playful. 7. They are adaptive to change. 8. They learn from down-time. 9. They are always in training. 10. They are future-oriented.

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Abstract: Faculty mentoring programs greatly benefit the institutions that have instituted them, and are effective in attracting and retaining good faculty.

Prospective faculty members commonly ask about mentoring at on-campus interviews, and indicate that it is a consideration when choosing a position. Mentoring programs also increase the retention rate of junior faculty, greatly reducing recruitment costs, and particularly help integrate women, minority and international faculty members into the institution, while providing all new hires with an orientation to the culture, mission and identity of the college or university.

The book provides step-by-step guidelines for setting up, planning, and facilitating mentoring programs for new faculty members, whether one-on-one, or using a successful group model developed and refined over twenty-five years by the authors. While it offers detailed guidance on instituting such programs at the departmental level, it also makes the case for establishing school or institutional level programs, and delineates the considerable benefits and economies of scale these can achieve.

The authors provide guidance for mentors and mentees on developing group mentoring and individual mentor / protégé relationships – the corresponding chapters being available online for separate purchase; as well as detailed outlines and advice to department chairs, administrators and facilitators on how to establish and conduct institution-wide group mentoring programs, and apply or modify the material to meet their specific needs.

For training and faculty development purposes, we also offer two chapters as individual e-booklets. Each respectively provides a succinct summary of the roles and expectations of the roles of Mentor and Mentee.

Faculty Mentoring / Mentor Guide

The booklets are affordably priced, and intended for individual purchase by mentors and mentees, and are only available through our Web site. (From the Publisher)

Table Of Content:
Foreword (Milton D. Cox)
Acknowledgments
Introduction: Overview and Purpose of the Manual

ch. 1 Tips for Mentors Inside or Outside the Department
ch. 2 Guidelines for Setting Up, Planning, and Facilitating a Mentoring Group
ch. 3 New Faculty Tips on Having a Successful Mentoring Experience
ch. 4 Tips for Guidance of Departmental Mentoring
ch. 5 Guidelines for Administrators
ch. 6 Advice for the Director of a Faculty Mentoring Program
ch. 7 Review of Mentoring in the Higher Education Literature

Appendices
Appendix A: Book and Web Resources
Appendix B: Relationship-Building Exercises
Appendix C: Active Mentoring Worksheets
Appendix D: Closure Activities
Appendix E: Group Mentoring Materials
Appendix F: Program Implementation Materials
Appendix G: Program Assessment Materials
Appendix H: Department-Level Materials
Appendix I: Sample Program Documents

About the Authors
Index

Additional Info:
An early demonstration of the value to teachers (and students) of writing the scholarship of teaching (SoTL) by defining a challenge to classroom learning, a “problem” to be investigated (much as we define a problem for our guild research to address) – in this case: learning goals and student pre-knowledge.

Additional Info:
Contact the Ideas Center for a pdf. Techniques for observing the classroom behavior of teachers and students are examined. These techniques provide a framework for analyzing and understanding classroom interaction, for making decisions about what should be happening, and for changing instructional behavior when it is necessary. The observation methods allow collection, analysis, and presentation of accurate, objective, useful, and persuasive data. Persuasive data contain no value judgments. One method is the selective verbatim technique, which involves having the observer record what is actually said within the confines of a category previously specified by the teacher. Some common categories for selective verbatim include: teacher questions, teacher responses to student statements, teacher directions and assignments, teacher responses to questions, verbal mannerisms, teacher reward and praise statements, teacher criticism, student responses to teacher questions, student questions, and student initiated statements. Examples are presented as illustration. A seating chart can be the basis for several types of informal records about the teachers' and students' classroom behavior. It is primarily used to measure nonverbal behavior, but it is sometimes useful for measuring verbal behavior. The basic element is a diagram, examples of which are included. Seating charts are useful for analyzing "at task" behavior: data indicating whether or not individual students were engaged in the task or tasks the teacher indicated were appropriate. A verbal flow chart is one way of analyzing how classroom procedures inhibit, encourage, or allow students to participate in classroom interactions. A list of common teaching activities and a technique for recording them for analysis is included.

Additional Info:
The Effective, Efficient Professor: Teaching, Scholarship and Service develops methods to improve the proficiency and time management skills of faculty in all areas of their careers. Most faculty are discipline experts but have not studied methods to improve their teaching, scholarship or service. This book applies efficiency and time management methods to academe. Throughout the book, the author shows how student learning and academic productivity can be improved by being aware of effective time management techniques. A variety of efficient and effective teaching methods are explored. Scholarship, service, and working with graduate students are also discussed. This book will help college faculty at all levels of instruction take charge of their careers! For college professors in all disciplines. (From the Publisher)

Table Of Content:
List of Figures and Tables
Preface
Introduction: Effectiveness and Efficiency in Academe

Pt. 1Time Management Techniques for Academics
ch. 1 Missions, Goals, and Activities
ch. 2 Applying Time Management Methods

Pt. Effective and Efficient Teaching
ch. 3 Teaching and Learning
ch. 4 Lecture-Style Classes
ch. 5 Problem-Oriented Learning
ch. 6 Rapport with Students and Advising

Pt. Effective, Efficient Students
ch. 7 Undergraduates
ch. 8 Graduate Students and Graduate Programs

Pt. Scholarship and Service
ch. 9 Scholarship and Writing: Still the Path to Fame and Promotion
ch. 10 Service and Administration: Citizenship in the Institution
ch. 11 Closure: Making Changes

References
Index

Additional Info:
Germano's short volume is filled with useful advice drawn from a career as editor at an academic press (formerly editor-in-chief and humanities editor at Columbia UP, he's now vice president and publishing director at Routledge) and written in an admirably direct style that preserves a personal tone that will appeal to the recent PhD's and new authors who will be his best audience. The gamut of publishing is covered, from basics on publishers and their duties, to the details of writing, editing, and presenting a proposal; surviving the review process; the details of contracts; writing for collections and anthologies; and how to present the finished manuscript. (From the Publisher)

Table Of Content:
Preface
Acknowledgments
ch. 1 Introduction
ch. 2 What Do Publishers Do?
ch. 3 Writing the Manuscript
ch. 4 Selecting a Publisher
ch. 5 Your Proposal
ch. 6 What Editors Look For
ch. 7 Surviving the Review Process
ch. 8 What a Contract Means
ch. 9 Collections and Anthologies
ch. 10 Quotations, Pictures, and Other Headaches
ch. 11 How to Deliver a Manuscript
ch. 12 And Then What Happens to It
ch. 13 This Book - And the Next
For Further Reading
Index

Additional Info:
Presents the results of a research study which surveyed the state of the deans of 75 percent of North American theological schools. The study profiles, who the deans are the types of work that they due, and their role in the administration and governance of schools. Reasons for high turnover are explored and recommendations are made to help schools encourage and develop leadership qualities in academic deans. (From the Publisher)

Table Of Content:
Introduction

Part One: Roles, Responsibilities, and Relationships
ch. 1 The Nature and Scope of the Dean's Work
ch. 2 Managerial and Leadership Roles
ch. 3 The Dean-President Relationship
ch. 4 The Dean-Faculty Relationship
ch. 5 The Dean's Work with Senior Administrators, Boards, and Church Leaders

Part Two: Administration as a Vocation
ch. 6 Recruitment and Hiring of Chief Academic Officers
ch. 7 Evaluation and Professional Development
ch. 8 Academic Leadership: The Challenges Ahead

Afterword Advice to Prospective Deans
Appendices
Acknowledgements
Index

Additional Info:
Research, teaching, service, and public outreach — all are aspects of being a tenured professor. But this list of responsibilities is missing a central component: actual scholarly learning — disciplinary knowledge that faculty teach, explore in research, and share with the academic community. How do professors pursue such learning when they must give their attention as well to administrative and other obligations?

Professing to Learn explores university professors' scholarly growth and learning in the years immediately following the award of tenure, a crucial period that has a lasting impact on the academic career. Some launch from this point to multiple accomplishments and accolades, while others falter, their academic pursuits stalled. What contributes to these different outcomes?

Drawing on interviews with seventy-eight professors in diverse disciplines and fields at five major American research universities, Anna Neumann describes how tenured faculty shape and disseminate their own disciplinary knowledge while attending committee meetings, grading exams, holding office hours, administering programs and departments, and negotiating with colleagues. By exploring the intellectual activities pursued by these faculty and their ongoing efforts to develop and define their academic interests, Professing to Learn directs the attention of higher education professionals and policy makers to the core aim of higher education: the creation of academic knowledge through research, teaching, and service. (From the Publisher)

Table Of Content:
Acknowledgments
Introduction

1. Into the Middle: Mapping the Early Post-Tenure Career in the Research University
2. The Heart of the Matter: Passionate Thought and Scholarly Learning
3. Mindwork: What and How Professors Strive to Learn
4. Location: Where Professors Purse Their Scholarly Learning
5. Becoming Strategic: Recently Tenured University Professors as Agents of Scholarly Learning
6. Organizing to Learn: What Universities Provide for Professors' Scholarly Learning
7. The Middle Remapped: Toward an Ecology of Learning in the Early Post-Tenure Career

Appendix A: Study Designs and Background Data
Appendix B: Interview Protocols and Consent Forms for the Four Universities Project
Appendix C: Framework: University Professors' Scholarly Learning

Notes
Bibliography
Index

Additional Info:
The monographs collected in this volume are based on research into the role of chief academic officers in North American theological schools. (From the Publisher)

Table Of Content:
ch. 1 Leading from the center : the role of the chief academic officer / by Jeanne P. McLean
ch. 2 Challenges of academic administration : rewards and stresses in the role of the chief academic officer / by Karen M. Ristau
ch. 3 Career paths and hiring practices of chief academic officers in theological schools / by Mary Abdul-Rahman
ch. 4 Professional development for chief academic officers / by Jeanne P. McLean
ch. 5 Dean-faculty relationships / by Jeanne P. McLean with Nicholas Cafarelli

Additional Info:
America is being held back by the quality and quantity of learning in college. This is a true educational emergency! Many college graduates cannot think critically, write effectively, solve problems, understand complex issues, or meet employers' expectations. We are losing our minds—and endangering our social, economic, and scientific leadership. Critics say higher education costs too much and should be more efficient. But the real problem is value, not cost; financial 'solutions' alone won't work. In this book, Keeling and Hersh argue that the only solution - making learning the highest priority in college - demands fundamental change throughout higher education. (From the Publisher)

Table Of Content:
Preface
Acknowledgements

ch.1 Higher Education Without Higher Learning
ch. 2 Judging College Quality
ch. 3 The Developmental Basis of Higher Learning
ch. 4 The Neuroscience of Learning
ch. 5 Assessment for Higher Learning
ch. 6 More is Not Better, Better is More: A Framework for Rethinking American Higher Education
ch. 7 Talk of Change is Not Change: Rethinking American Higher Education

Notes
Index

Additional Info:
Adjuncts have become the lifeline of a vast majority of colleges and universities. They teach many of the foundation and core courses taken by first and second year students, they teach professional courses in which their own life experiences are invaluable, and they step in on short notice to fill in for regular faculty engaged in research or away on sabbaticals.

A survey of over 4,000 institutions conducted by the US Department of Education reveals that adjuncts are being hired at a much higher rate than full-time faculty. This is due partly to increased enrollment, partly to reduced budgets, partly as a deliberate administrative strategy, and partly to convenience.

The importance of adjuncts to the college or university cannot be overstated. This book provides academic administrators and faculty developers with proactive, practical and results-producing approaches that can help transform fragmented faculties into inclusive and cohesive teaching and scholarly communities.

Structured in an easy-to-follow, practical format, this book provides an invaluable resource of thoughtful and pragmatic approaches to ensure the both quality and satisfaction on the part of the institution and the adjuncts. Topics are presented in a thematic sequence that allows decision-makers to focus on their priority areas; guidance is provided for systematic planning and implementation.

The contents focus on connecting adjunct faculty to core institutional functions and structures: Connection #1 - To The Institution; Connection #2 - To The Department; Connection #3 - To The Profession & The Discipline; Connection #4 - To Teaching; Connection #5 - To Students; Connection #6 - To Scholarship. (From the Publisher)

Table Of Content:
ch. 1 Connection 1 To the institution : steps in creating an inclusive teaching community
ch. 2 Connection 2 To the department : steps in developing a collegial community
ch. 3 Connection 3 To teaching : steps in enhancing a culture of quality teaching
ch. 4 Connection 4 To students : steps in fostering and sustaining a supporting learning environment
ch. 5 Connection 5 To scholarship : nurturing the whole professional - teacher and scholar