Introduction / Maria B. Hopkins and Rachel Bailey Jones -- You just have to be in my class : open classroom and teaching partners at Nazareth / Maria B. Hopkins and Melissa Johnson -- Please, please participate! : designing and offering effective faculty development workshops / Kimberly McGann -- Teaching circles at RIT : faculty-directed educational development / Michael Starenko -- Reflective practice groups : changing the way we talk about teaching / Gena Merliss and Eileen Radigan -- Turn to your neighbor" : placing faculty dialogue and peer learning at the center of teaching development / Rebecca Johnson, Jeremiah Parry-Hill, and Marty Golia -- Learning to teach by being a student / Katie M. Sabourin -- From within : faculty as agents of change / Jenna Sadue -- Faculty development online / Christopher Price -- Space : the final frontier / Rachel Bailey Jones.
Summary:
"Centers for teaching and learning all face the same dilemma: In a context where faculty are not required to partake in our services, how do we provide transformative learning experiences to which faculty willingly give their limited time? The answer, Hopkins and Jones propose, is to move away from a workshop model of faculty development and toward a model that supports the kinds of connections among faculty that lead to self-sustaining growth and development. The purpose of this edited book is to provide a breadth of innovative alternatives to fixed-schedule faculty development workshops that faculty are rarely attending due to the increasing complexity of their professional lives. The audience for this edited book is higher education administrators, faculty, and staff responsible for faculty development related to teaching and learning. Each chapter will provide a detailed description of a faculty development initiative in practice at our respective institutions that provide opportunities for creativity, adaptability, and collaboration among faculty. Public, private, and community colleges; small and large, research-focused and teaching-focused institutions are represented. The editors have taken on this project because this is the resource they wish they had when they began their work as directors of the teaching lab at their institution"-- Provided by publisher.
This resource is supported by the Institute of Museum and Library Services under the provisions of the Library Services and Technology Act as administered by State Library of Iowa.