To Improve the Academy To Improve the Academy is published annually by POD and is abstracted in ERIC documents and in Higher Education Abstracts. Each annual volume of To Improve the Academy is provided free to current members as a benefit of membership.  Back issues and additional copies of  To Improve the Academy can be ordered from The POD Network office. We have copies of the following volumes avilable: volumes 1-11. volumes 13-15 and volume 17. (There are no copies of volumes 12, 16, or 18.) Members prices (including shipping and handeling) 1 volume @ $15  2-5 volumes @ $12 / volume 60 or more volumes @ $9 / volume Non-member prices (including shipping and handeling) 1 volume @ $18 2-5 volumes @ $15 / volume 6 or more volumes @ $12 / volume The POD Network, P.O. Box 9696,  Fort Collins, CO, 80525, USA, (fax (970) 377-9282) Submitting Manuscripts Anyone interested in the issues related to instructional, faculty, and organizational development may submit manuscripts. Typically, manuscripts are submitted to the current editor(s) in December of each year and sent through a blind review process. The journal is distributed to members in October. For information on submitting to To Improve the Academy visit the Call for Manuscripts page. An index of each year's journal appears below. Click on a year to go to it directly.   Vol. 1, 1982 Vol. 2, 1983 Vol. 3, 1985 Vol. 4, 1985 Vol. 5, 1986 Vol. 6, 1987 Vol. 7, 1988 Vol. 8, 1989 Vol. 9, 1990 Vol. 10, 1991 Vol. 11, 1992 Vol. 12, 1993 Vol. 13, 1994 Vol. 14, 1995 Vol. 15, 1996 Vol. 16, 1997 Vol. 17, 1998 Vol. 18, 1999 This page is the gateway to information about To Improve the Academy. Note that the "Publications" folder and the To Improve the Academy folder to the left are open. If you click on a closed folder, you will be transported to information about another one of POD's publications. If you click on the bottom folder, you will return to the home page again.

Publications Teaching Excellence Handbook Program Descriptions Current Newsletter POD Main Page

Vol. 1, 1982 -- Editors -- Sandra Cheldelin Inglis and Stephen Scholl

Section I. People and Priorities: Reflections on Our work

Vol. 2, 1983 -- Editors -- Michael Davis, Michele Fisher, Sandra Cheldelin Inglis, Stephen Scholl

I. Approaches to Teaching

Vol. 3, 1984 -- Editors - Lance C. Buhl, Laura A. Wilson

I. The Keynote Address to the 1983 POD Annual Conference

Vol. 4, 1985 -- Editors -- Julie Roy Jeffrey, Glenn R. Erickson

I. What We Can Learn from Other Cultures

Vol. 5, 1986 -- Editors -- Marilla Svinicki (coordinating ed.), Joanne Kurfiss,POD, Jackie Stone, NCSPOD

I. Reflections

Vol. 6, 1987 -- Editors -- Joanne Kurfiss, Linda Hilsen, Lynn Mortensen, Emily Wadsworth

I. Research -- Toward a Research Agenda on Classroom Teaching

Vol. 7, 1988 -- Editor -- Joanne Gainen Kurfiss

Assoc. Editors -- Linda Hilsen, Susan Kahn, Mary Deane Sorcinelli, Richard G. Tiberius

I. Classroom Research

• W. Holmes, Art Essays and Computer Letters
• J. E. Knott, Alternatives for Evaluating the Death Education Student
• J. Stevenson, Evaluating Structured Group Activities for the Large Class
• B. E. Brittingham, Undergraduate Students' Use of Time: A Classroom Investigation
• J. Matoney, Weekly Quizzes and Examination Performance in Intermediate Accounting
• B. Lord, Student Styles and Learning in Two College of Business Courses

Vol. 8, 1989 -- Editor -- Susan Kahn

Assoc. Editors -- Robert Boice, Laura Border, Linda Hilsen, Alton Roberts, Mary Deane
Sorcinelli

I. Faculty Development: Where It Is; Where It's Going

Vol. 9, 1990 -- Editor -- Linda Hilsen

Assoc. Editors -- Robert Boice, Nancy Diamond, Lion Gardiner, Diane E. Morrison, Mary Deane Sorcinelli

I. Teaching and Research: Coming into Balance

Vol. 10, 1991 -- Editor -- Kenneth J. Zahorski

Assoc. Editors -- Howard B. Altman, Nancy A. Diamond, Lion F. Gardiner, Diane Morrison, Deborah Du Nann Winter, Donald H. Wulff

I. Faculty Development: Past, Present, Future

Vol. 11, 1992 -- Editors -- Donald H. Wulff & Jody D. Nyquist

Assoc. Editors -- Howard B. Altman, Nancy Chism, Nancy A. Diamond, Diane Morrison, Alton Roberts, Deborah Du Nann Winter

I. The Context for Faculty, Instructional, and Organizational Development

Vol. 12, 1993 -- Editors -- Delivee L. Wright & Joyce Povlacs Lunde

I. Working with Faculty Communities

Vol. 13, 1994 -- Editor -- Emily C. (Rusty) Wadsworth

Assoc. Editors --Beverly Black, Linda Hilsen, Mary Pat Mann, Diane Nyhammer, Charles Spuches

I. Teaching Improvement Practices and Programs

Vol. 14, 1995 Editor: Ed Neal

Reviewers: Shirley Adams, Cheryl Amundsen, James Browne, Phillip G. Cottell, Arthur Crawley, Deborah DeZure, Nancy A. Diamond, Madelyn Healy, Erin Porter, Rita Rodabaugh, Chuck Spuches, Christine A. Stanley, Emily C. (Rusty) Wadsworth, Dina Wills

Section I: Reconceptualizing the Practice of Faculty Development
Ronald A. Smith, Reflecting Critically on Our Efforts to Improve Teaching and Learning
 

Ben Ward
Improving Teaching Across the Academy: Gleanings from Research
The field of faculty development is at least thirty years old, and although we have learned many things about improving teaching skills during that time, we have not developed many definitive answers to the larger questions of our craft; e.g., how do we raise the status and quality of teaching across an entire institution? This article surveys the research literature to ascertain what we do know about these questions, with the hope that it will stimulate a dialogue among faculty developers that will yield a fuller understanding of these broad issues.

Donna Qualters
A Quantum Leap in Faculty Development: Beyond Reflective Practice
Quantum theory has introduced a new perspective of looking at reality. This article reviews current theories of reflective practice, discussion, and transformative learning as they apply to faculty development and explores dialogue and quantum theory as the next step in faculty information.

Margaret M. Morgan, Patricia H. Phelps, & Joan E. Pritchard
Credibility: The Crux of Faculty Development
Credibility, the quality through which leaders earn the trust and confidence of their constituents, underlies effective faculty development. Drawing upon the work of Kouzes and Posner (1993), this paper examines six practices, or disciplines, by which faculty developers can increase their credibility.

Arthur L. Crawley
Faculty Development Progams at Research Universities: Implications for Senior Faculty Renewal
This article examines the research findings from that portion of the National Survey on Senior Faculty Renewal which pertains to the faculty development programs available to senior faculty at research universities in support of their career development and renewal. Survey respondents were coordinators and directors of faculty development programs and selected academic affairs administrators with faculty development responsibilities at their respective institutions. In general, the findings reveal a high level of support for the traditional approaches to faculty development for senior faculty in the context of their teaching and research. However, the findings suggest that faculty development apporaches that are targeted to enhance senior faculty careers by either expanding employment options or by creating new roles and responsibilities are more limited. Additional findings concern the availability of post-retirement options, opportunities for collaborative work, and incentives to encourage excellence in teaching, research, and service.

Lynnda J. Emery
Teaching Improvement: Disciplinary Differences in Faculty Opinions
Improving teaching and learning at universities where faculty are rewarded primarily for research and scholarly activity is difficult. Facultyopinions about participating in teaching improvement activities at a research university were surveyed. This article presents survey results by college. Faculty opinions about incentives for participating in teaching improvement activities, promotion and tenure criteria, faculty development interests and outcomes for participating are included. Implications for faculty development are discussed.

Section II: Faculty Collaboration and Collegiality Kate Kinsella, Peers Coaching Teaching: Colleagues Supporting Professional Growth Across the Disciplines

Roy Killen
Improving Teaching Through Reflective Partnerships
The purpose of this paper is to explain how both experienced and inexperienced faculty can improve their teaching and their students' learning through a systematic process of reflecting on their day-to-day teaching by collaborating with a "relfective partner." The suggestions are based on the author's experiences as a teaching, teacher educator and faculty developer, and on the belief that good teachers are those who help students to learn and to achieve their full potential as individuals. The reflective teaching techniques in this paper have a strong focus on the technical aspects of teaching. However, the techniques also provide faculty with opportunities to reflect on broader issues such as the beliefs that guide their teaching practices. By following the suggestions in this paper, faculty can identify their teaching strengths and limitations, develop the confidence to experiment with the new teaching strategies to overcome these limitations, and gain a better understanding of all aspects of their teaching.

Richard J. Nichols & Beverley T. Amick
The Case for Instructional Mentoring

James K. Wangberg, Jane V. Nelson, & Thomas G. Dunn,
A Special Colloquium on Teaching Excellence to Foster Collegiality and Enhance Teaching at a Research University

Section III: The Changing Student Constituency

Debrah Jefferson & Susan Peverly
Faculty Development and Changing Environments of the Urban Campus

Robert R. Dove
Academic Syndromes Revisited

Matthew L. Ouellett & Mary Deane Sorcinelli
Teaching and Learning in the Diverse Classroom: A Faculty and TA Partnership Program

Section IV: New Practices

James M. Hassett, Charles M. Spuches, & Sarah P. Webster
Using Electronic Mail for Teaching and Learning

Robert W. Lewis
Exploring Student Ratings Through Computer Analysis: A Method to Assist Instructional Development

S. Kay A. Thornhill & Mellisa Wafer
Improving Students' Critical Thinking Outcomes: A Process-Learning Strategy in Eight Steps

Afterword: The 1994 POD Conference
Jon Travis, Lisa Cohen, Dan Hursh, & Barbara Lounsberry
Family Portrait: Impressions of a Nurturing Organization

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Vol. 15, 1996 Editor: Laurie Richlin

Reviewers: Marva Barnett, Joseph Brocato, Michele Chase, Will Davis, Rita Rodabaugh, Ben Ward, Cheryl Amundsen, James Browne, Philip G. Cottell, Art Crawley, Madelyn M. Healy, Chuck Spuches

Section I: Instructional Development Stephen Brookfield, Through the Lens of Learning: How Experiencing Difficult Learning Challenges and Changes Assumptions about Teaching

Stephen Brookfield
Through the Lens of Learning: How Experiencing Difficult Learning Challenges and Changes Assumptions About Teaching
The author challenges faculty to cast themselves in the role of learners for tasks or subjects which, unlike their areas of expertise, do NOT come easily to them. The purpose is to better understand what it is to experience the struggle shared by many students to grasp new material. The author recounts his own efforts to master a daunting new skill and the many lessons he learned about teaching and learning in the process.

Ernest T. Pascarella
On Student Development in College: Evidence From the National Study of Student Learning
This paper summarizes some of the major findings of the National Study of Student Learning, a longitudinal investigation of the factors influencing student intellectual development at 23 diverse colleges and universities in 16 states. Findings from the following analyses are presented: effects of perceived teacher behaviors on general cognitive skils of two- and four-year colleges; cognitive effects of historically Black and predominantly White colleges; and cognitive effects of Greek affiliation.

Larry K. Michaelsen, L. Dee Fink, & Robert H. Black
What Every Faculty Developer Needs to Know About Learning Groups
This article advances two related propositions. One is that virtually all of the commonly reported "problems" with learning groups, such as less content coverage, free-riders, and students' feeling that instructors are not teaching unless they are talking, are a natural consequence of the way the groups are being used. The other is that the vast majority of the problems can be prevented by avoiding group assignments that retard the development of effective learning teams and limit student learning. This article will a) examine the underlying causes of the most commonly reported problems with learning groups, b) outline some simple, but effective, strategies for preventing their occurence in the first place and, c) describe a new tool, the Learning Activity Impact Grid (LAI-Grid), that can be used to ensure that assignments promote both team development and learning.

Karin L. Sandell, Robert K. Stewart, & Candace K. Stewart
Computer-mediated Communication in the Classroom: Models for Enhancing Student Learning
The introduction of computer-mediated communication into the college classroom has been a subject of concern to faculty interested both in exploring means of enhancing communication with their students and in facilitating students' learning about the technological revolution occuring in the business and professional worlds. The tools available to faculty include electronic mail (e-mail), bulletin boards, electronic conferencing, and electronic searching (surfing) for information, via the Internet. This paper reviews the findings from different measures taken during a campus-wide project to test computer-mediated communication, in order to provide some suggestions about ways of enhancing the teaching-learning connection through classroom projects utilizing e-mail and the Internet.

Harold B. White, III
Dan Tries Probelm-Based Learning: A Case Study
Problem-based learning approaches to education often generate justifiable enthusiasm among faculty who have become frustrated with the limitations of traditional lecture-based education. However, faculty contemplating a change to a problem-based format rarely anticipate the many practical difficulties that can destroy one's enthusiasm and create chaos in the classroom. This case study, about the trials and tribulations of a fictional anthropology professor, attempts to alert faculty who are interested in trying the method to some of the unexpected challenges they might encounter.

Section II: Faculty Development

Jon E. Travis, Dan Hursh, Gentry Lankewicz, & Li Tang
Monitoring the Pulse of the Faculty: Needs Assessment in Faculty Development Programs
Although needs assessment is a common and necessary element of faculty development programs, the process never seems to be as easy or as effective as we might like it to be. Sadly, the literature is relatively weak in this all-important area of responsibility. Such a problem, no doubt, is due in part to the individual environment of each institution. Based on a presentation at the 1995 POD Conference, this article reviews a number of institutional approaches to gathering data from faculty, which may suggest some options for the reader.

Nancy Van Note Chism and Barbala Szabo
Who Uses Faculty Development Services?
Information about who uses faculty development services exists more in the oral tradition than in the literature. This study sought to explore the question systematically, based on a review of the literature and the conducting of a descriptive survey of faculty development programs. The findings of the study show that most programs collect information on their users, that this information is usually not shared publicly, and that aggregate usage is broad-based, rather than concentrated within particular types of faculty. These findings contradict some popular claims and support others. Recommendations suggest that information be collected systematically and that claims about users be based on data.

Ronald A. Smith & George L. Geis
Professors as Clients for Instructional Development
Although there is a large amount of activity and a sizeable literature in the area of instructional development, there has been relatively little resarch on faculty members, the clientele for improvement efforts. This paper highlights some characteristics of professors that are relevant to improvement activities. Professors are interested in, value, and work on their teaching; they think they teach rather well. However, they demonstrate a lack of sophistication in talking about teaching and the development of instruction. They focus primarily upon content rather than design or methodology. Teachers' views of what should be done to enhance instruction are discussed and contrasted with thoses of faculty developers. One conclusion is that faculty developers and faculty members may have very different views on how to go about improving instruction.

Joyce Povlacs Lunde & Myra S. Wilhite
Innovative Teaching and Teaching Improvement
To discover who innovative teachers are, their practices, and how they might have impact on the improvement of teaching on campus, the authors surveyed 310 faculty on our campus, including recipients of Distingueshed Teaching Awards, non-recipients of awards, and newer faculty. Items included sources of ideas, teaching strategies, relating to students, and persistence in making successful changes in teaching. A focus group was selected from those displaying persistence. We believe that innovative teachers are passionate about teaching, persist in its improvement, listen to their students, use active learning adapted to the context, are risk takers, and keep themselves vital. The authors recommend that teaching and learning centers encourage and recognize innovative faculty, helping them become visible as presenters and models for their peers.

Robert J. Menges
Experiences of Newly Hired Faculty
Faculty experiences during the first three years in a new job were investigated by following new hires at five colleges and universities. Their initial years are characterized by stress, dilemmas about how to allocate time to competing responsibilities, uncertainty about what is expected of them, and dissatisfaction with feedback about their progress. Faculty development offices can promote more enlightened policies and practices to help ease faculty transition into a new job.

Section III: Organizational Development
Delivee L. Wright
Moving Toward a University Environment Which Rewards Teaching: The Faculty Developer's Role
This article describes the role of the faculty developer in a departmentally-focused, campus-wide program to revise the rewards system in an AAU-Land Grant University. This process took into account the local values and attitudes of a department as well as the broader mission and values of the institution. It emphasizes a sense of faculty ownership of decisions combined with the collaborative efforts of academic administrators, faculty, and faculty developers.

Robert Dove & Dina Wills
Transforming Faculty into an Agile Work Foce
Some institutions of higher education have begun to implement agile operational strategies as they work to take advantage of new technologies and respond to new demands made from their various constituencies. Key to the success of these agile strategies is the ability of the faculty to create an agile learning environment. This paper focuses on the role of the faculty developer in creating that agile environment. It presents concrete programming suggestions and a model for faculty developers to follow as they assume the role of helping faculty become agile.

Mary L. Everley & Jan Smith
Making the Transition from Soft to Hard Funding: The Politics of Institutionalizing Instructional Development Programs
The institutionalization of grant-funded instructional development programs is a political process. This paper reviews the experiences of programs that have both failed and succeeded to cross the hard-to-soft-money divide and the literature on planning and change in higher education, and offers strategies that will encourage institutionalization. Changing institutional culture, building a strong advocacy group, and gaining the support of key administrators are essential to program continuance.

Devorah A. Lieberman & John Reuter
Designing, Implementing, and Assembling a University-Pedagogy Institute
This article describes two models for designing and implementing technology-pedagogy instututes as part of university wide faculty development. Each model contains similar learning objectives for Institute participants, yet describes different institute designs. The authors describe the strengths and weaknesses of each model as learned thorugh assesment evidence gathered during institutes on their campus. Assesment of student learning in relation to technology introduced within the class is discussed. Suggestions for more effective Institutes and assessment tools are addressed.

Victoria Harper
Establishing a Community of Conversation: Creating a Context for Self-Reflection Among Teacher Scholars
This paper will discuss how the Teacher Scholars Project was created to encourage thoughtful conversations about teaching at the university, how portfolio activities such as videotape sessions and the sharing of narratives about teaching were integrated into project activities, and how faculty were encouraged to seriously look at their own practice and to reflect on it in conversations with a group of peers over the course of an entire academic year. It concludes by considering the importance of the creation of a community of conversation across disciplines in establishing conditions for more meaningful discussion and self-reflection on campus.

Gabriele B. Sweidel
Partners in Pedagogy: Faculty Development Through the Scholarship of Teaching
The Partners in Pedagogy project uses a three-pronged plan of action to address faculty development through the scholarship of teaching: a) the formation of faculty pairs to conduct classroom observations of each other's teaching, b) interviews with three of each other's students, and c) collegial discussion, both between faculty pairs and corss-discipline at monthly meetings. The combination of monthly meetings to discuss pedagogy, feedback from peers concerning teaching methods and techniques unrelated to evaluations, student interviews, and cross-disciline participation contribute to the powerfulness of this campus-wide program.

Milton D. Cox
A Department-Based Approach to Developing Teaching Portfolios: Perspectives for Faculty Developers
The Department-Based Teaching Portfolio Project, now in its third year at Miami University, provides departments the flexibility to design and implement teaching development processes that honor the diversity of disciplines, departmental cultures, and leadership styles of department project coordinators. This approach has generated an interesting variety of departmental processes and results, for example, in the use of off-campus consultants and in the manner in which teaching portfolios are developed. Based upon the outcomes of the Project, 20 recommendations inform faculty developers in their roles as department developers.

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Vol. 16, 1997 -- Editor: Deborah Dezure, Eastern Michigan University

Reviewers: Joseph Brocato, Laura L. B. Border, Will Davis, Patricia Kalivoda, Devorah A. Lieberman, Liz Miller, John P. Murray, Laurie Richlin, Rita Rodabaugh, D. Lynn Sorenson, Ben Ward

Section I: Changing Roles for Faculty and Faculty Developers

Ann E. Austin, Joseph J. Brocato, and Jonathan D. Rohrer
Institutional Missions, Multiple Faculty Roles: Implications for Faculty Development
The authors review the context in which the topic of faculty roles is gaining attention, draw on data from a qualitative study of how faculty construct their roles, and argue that faculty developers and other institutional leaders should consider expanding the scope of faculty development activities in ways that support faculty across the full breadth of their roles. The article concludes by suggesting that faculty developers ask questions about faculty roles in the institutional context and "map" faculty development opportunities to ensure that multiple roles are supported.

Irene E. Karpiak
University Professors at Mid-life: Being a Part of...But Feeling Apart
This article explores the experiences of mid-career and older faculty members in higher education through a qualitative study of 20 associate professors (15 men and 5 women) between the ages of 41 and 59 at a Canadian university. In non-directive interviews, "gray-ing" professors discussed their satisfactions and struggles, not only in relation to their students and their academic work, but also in relation to the whole university and its administration. An emergent schema is presented that identifies four attitudes characteristic of this group of professors: Meaning, Malaise, Marginality, and Mattering.

James A. Anderson
Faculty Development and the Inclusion of Diversity in the College Classroom: Pedagogical and Curricular Transformation
Colleges and universities are confronted with a plethora of questions and concerns that are associated with the inclusion and success of diverse student populations. Especially critical is the role that faculty will play in fostering a supportive and effective learning environment which benefits the wide range of racial, cultural, gender, and class groups. Faculty development activities can assist faculty to make their courses more inclusive both in content and in pedagogy. Those who direct teaching excellence and faculty development efforts must be more proactive as they impact faculty attitudes toward diversity.

Karron G. Lewis and Eric Kristensen
A Global Faculty Development Network: The International Consortium for Educational Development (ICED)
Although higher education systems around the world differ considerably in structure and the methods used in teaching, there is universal concern for the quality of undergraduate teaching and learning. Thus, faculty and educational development activities are a worldwide phenomena. In 1993, The International Consortium for Educational Development (ICED) was born to facilitate exchange of faculty and educational development information. This article looks at the history of ICED and the accomplishments of this organization since its inception. We look at examples of faculty development work in Sweden, Australia and Finland and consider the implications these international programs might have for faculty developers and faculty development work in the U.S. and Canada.

Joyce Povlacs Lunde and Myra S. Whilhite
Teaching Improvement Consultation for Teaching on Television
Instructional consultants have traditionally offered individual consultation to faculty members on their campuses to improve teaching and learning. This kind of consultation to improve teaching is also valuable for those teaching on television, but consultants may need to prepare themselves in learning technologies and distance education in order to help faculty offering instruction via television. In addition, the phases of initial interview, data-gathering, data-feedback, implementation, and evaluation, which constitute a process often used to improve teaching, need to be expanded to address teaching over television.

Section II: Faculty Development Program Models

Alenoush Saroyan, Cheryl Amundsen, and Cao Li
Incorporating Theories of Teacher Growth and Adult Education in a Faculty Development Program
This paper describes a theory-based faculty development program and provides preliminary evidence as to its effectiveness in promoting change in thinking about teaching. The program design was based on Ramsden's (1992) theory of teacher growth and Mezirow's (1991) transformative theory in adult education. The program was offered as a three-credit course to graduate students and as a week-long (40 hours) workshop to faculty. Assessment included responses to pre- post- questions about participants' views from teaching. Results indicate that both groups changed their focus from viewing teaching as transmitting knowledge to a more integrated and complex conception of teaching.

Katherine Sanders, Christopher Carlson-Dakes, Karen Dettinger, Catherine Hajnal, Mary Laedtke, and Lynn Squire
A New Starting Point for Faculty Development in Higher Education: Creating a Collaborative Learning Environment
Traditional faculty development approaches often focus on teaching faculty skills to use in their classrooms. In order to have a deeper cultural impact, we have found it useful to start the conversation at a different point than teaching skills; that is, to have faculty learn how people learn by experiencing a learning environment that is substantively different that their previous classroom experiences. Our program, Creating a Collaborative Learning Environment (CCLE), has been successful in helping faculty from diverse disciplines at a major research institution to work together to learn about learning and redesign teaching.

Tracey Sutherland and James Guffey
The Impact of Comprehensive Institutional Assessment on Faculty
In this age of accountability, colleges and universities are being called on to provide evidence of their effectiveness. As a result, comprehensive assessment initiatives are being implemented on most campuses, requiring increasing numbers of faculty to become involved. Beginning with an overview of a faculty-driven assessment model, this article describes specific roles faculty play and the results of a study in which faculty describe how their involvement influences their teaching and professional development. The primary purpose of faculty development is to improve the learning environment. Faculty participation in institutional assessment efforts enhances that environment. The results of the study provide compelling evidence of the benefits of faculty involvement in institutional assessment initiatives.

James S. Laughlin
WAC Revisited: An Overlooked Model for Transformative Faculty Development
Recently, higher education specialists have called for new faculty development initiatives, claiming current faculty development efforts need to go beyond a reductive "teaching tips" approach to consider transformative practices aimed at improving learning. While such critiques are valuable, they tend to overlook one mode of development that has had undeniable success in initiating significant individual and institutional transformations in the realms of teaching and learning. Over the past two decades, the faculty workshop in writing across the curriculum (WAC) has become a major part of successful WAC programs across the country. This article discusses how, at their best, such workshops go beyond a bag of tips for assigning and grading writing and lead faculty members through a powerful dialogic reexamination of their pedogogy. For some it is a transformative experience, resulting in wholesale changes in the ways they teach and in the ways their students learn. The article concludes by asserting that a well-conceived WAC workshop continues to offer an excellent model for other faculty development initiatives, such as those concerned with implementing teaching technology and interdisciplinarity.

Section III: Assessing Faculty Development Activities

Nancy Van Note Chism and Borbala L. Szabo
Teaching Awards: The Problem of Assessing Their Impact
Although teaching awards are a popular approach to the reward and improvement of teaching, their impact has not been studied extensively. The studies that have been done find that they are motivational and affirming, but extensive, clear effects on teaching improvement have not been documented. Part of the difficulty in studying effects of awards involves goal complexity and vagueness. Suggested ways of studying effects begin with goals and employ a variety of approaches, ranging from interviews and surveys to document analysis.

Karen List
"A Continuing Conversation on Teaching:" An Evaluation of a Decade-Long Lilly Teaching Fellows Program 1986-1996
This study assesses what difference the Lilly Teaching Fellows Program at the University of Massachusetts-Amherst has made in its first ten years, both to the fellows who have participated in it and to the University community. Based on a survey of the fellows, the study concludes that the program has had significant positive effects on teaching skills and attitudes, collegiality, research and service. The study also assesses the seven major components of the Lilly Program and suggests ways in which they might be improved. The author then recommends increased institutional support for teaching to decrease the tensions between the programs' emphasis on teaching and institutional emphasis on research.

Milton D. Cox
Long-Term Patterns in a Mentoring Program for Junior Faculty: Recommendations for Practice
Faculty developers believe mentoring programs are beneficial for new and junior faculty. Although there are reports on the early years of these programs, few have existed for more than 15 years. This article reports on a junior faculty program in place for 18 years with the same goals, format, and activities. The endurance of its mentoring component, with continuing support of faculty, former mentors and proteges, and administrators, is a measure of its success. Mentoring patterns relative to gender, mentor repetition, proteges who later mentor, and multidisciplinarity within pairings may be of assistance and encouragement to anyone initiating or continuing a mentoring program. Over 70 recommendations are included.

Section IV: Evaluating Teaching Effectiveness

Pat Hutchings
The Pedagogical Colloquium: Taking Teaching Seriously in the Faculty Hiring Process
In an effort to make teaching and learning more central, a growing number of campuses are adopting some form of the "pedagogical colloquium," a strategy proposed by Lee Shulman, President of the Carnegie Foundation for the Advancement of Teaching, in the context of a national project on the peer review of teaching. The purpose of the pedagogical colloquium is to create an occasion for examining and assessing the teaching skills and potential of faculty job candidates. Different models are now evolving, from formal presentations parallel in nature to the research colloquium commonly expected of job candidates, to more informal discussions of pedagogy, sometimes in combination with other strategies, such as teaching demonstrations. The pedagogical colloquium has the potential to make teaching more important in hiring decisions and to prompt important departmental campus conversation about expectations of faculty in the teaching arena, but it also raises a number of difficult issues. In this article, Pat Hutchings describes three emerging models, analyzes issues, and looks ahead to next steps in making the pedagogical colloquium a route to a more scholarly conception of teaching.

Jamie Webb and Kathleen McEnerney
Implementing Peer Review Programs: A Twelve Step Model
Nationally, universities and colleges are expressing increased interest in peer review of teaching in response to public calls for accountability from academe. Further motivation comes from within campuses themselves as they respond to an increasingly non-traditional student body. Based on our experience with a peer observation program at California State University-Dominguez Hills, we identified twelve steps for planning and implementing a peer review process. In this article we discuss each of the twelve steps, presenting a rationale and sharing our experiences.

Patricia Hagerty, Kenneth Wolf and Barbara Whinery
Improving Teaching Through Faculty Portfolio Conversations
The authors recount their experiences using portfolios of their teaching as the basis for conversations with colleagues and students about their teaching effectiveness. The authors identify a number of features that affected the quality of these conversations, including group composition, individual commitment, artifact collection, and conversation structure. The authors conclude that these portfolio conversations enabled them to develop insights into their teaching that they might not have been able to gain otherwise.

Peter Seldin
Using Student Feedback to Improve Teaching
Student feedback has become the most widely used-and, in many cases, the only-source of information to evaluate and improve teaching effectiveness. Some instructional developers use the approach effectively while others do not. This paper discusses important new lessons learned about what works and what doesn't, key strategies, tough decisions, latest research results, and links between evaluation and development.

Section V: Designing Effective Courses, Assignments and Activities

Barbara E. Walvoord and John R. Breihan
Helping Faculty Design Assignment-Centered Courses
Faculty developers must help faculty shift from a teaching paradigm to a learning paradigm. Workshops that help faculty plan the "assignment-centered" course are a productive approach to that challenge. This article shows faculty developers how to plan and lead such a workshop. Research suggests that faculty often focus on content and coverage in their course planning. To combat this tendency, the workshop leads faculty through the course-planning process. In the workshop, faculty first develop learning objectives, then plan the assignments and exams that will both teach and test the essential skills and knowledge of the course. Then faculty choose and organize their instructional methods and the use of in-class and out-of-class time to maximize the development of the most important knowledge and skills. This approach contrasts with the text-lecture-coverage-centered course, in which the teacher concentrates first on the topics she or he will cover. The assignment-centered course is one of the strategies that research suggests will enhance students' critical thinking in higher education.

Larry K. Michaelsen, L. Dee Fink and Arletta Knight
Designing Effective Group Activities: Lessons for Classroom Teaching and Faculty Development
The primary objective of this article is to provide readers with guidance for designing effective group assignments and activities for classes and workshops. In doing so, we examine the forces that foster social loafing (uneven participation) in learning groups and identify four key variables that must be managed in order to create a group environment that is conductive for broad-based member participation and learning. We then discuss the impact of various types of activities and assignments on learning and group cohesiveness. Finally, we present a checklist that has been designed to evaluate the effectiveness of group assignments in a wide variety of instructional settings and subject areas.

Sandra A. Harris and Kathryn J. Watson
Small Group Techniques: Selecting and Developing Activities Based on Stages of Group Development
Research shows that active and cooperative learning activities can be effective teaching methods; however, developing and carrying out these practices is often challenging, perhaps even confusing and frustrating, to educators who have not been trained in group processes. This article reviews basic principles for using group techniques in college classrooms, describes the developmental stages of groups, and provides examples of activities and assignments as well as processes for reflection and evaluation.
 
 

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Vol 17, 1998 -- Editor: Matthew Kaplan, University of Michigan
Reviewers: Carol A. Bailey, Judith E. Miller, Eileen T. Bender, Liz Miller, Laura L. B. Border, John P. Murray, Nancy A. Diamond, Karen M. Peters, Patricia Kalivoda, Laurie Richlin, Barbara B. Kaplan, D. Lynn Sorenson, Victoria M. Littlefield, Gary Wheeler, Henryk R. Marcinkiewicz, Alan Wright

Section I: Changing Roles for Faculty Developers

Marilla D. Svinicki
Divining the Future for Faculty Development: Five Hopeful Signs and One Caveat
The fortunes of faculty development centers rise and fall on the waves of change that roll through postsecondary education on a regular basis. These waves can swamp us, or we can ride their crest. This article points out some of the waves the author sees now and in the immediate future and how we can benefit from them. She ends with a caution about improving our chances of survival through our own efforts rather than waiting for someone else to draw us along.

Diana Kardia
Becoming a Multicultural Faculty Developer: Reflections from the Field
There has been a significant amount of activity in the area of multicultural faculty development; yet, this is an area where our profession continues to require growth and attention. Many faculty development practitioners are in a unique position to work with multicultural issues but need additional knowledge, strategies, and skills to do this work well. By attending to the specific challenges and areas of expansion needed for faculty developers to work with diverse institutions, we can increase the effectiveness of our work while continuing to actualize the potential of our profession.

Glenda T. Hubbard, Sally S. Atkins, and Kathleen T. Brinko
Holistic Faculty Development: Supporting Personal, Professional, and Organizational Well-Being
In recent years, higher education has begun to realize the great influence that faculty quality of life has on student learning and on overall institutional effectiveness. This article examines the interactive effect of personal, professional, and organizational well-being and describes a center that integrates four kinds of services-faculty development, employee assistance, health promotion, and organizational development-that work both separately and collaboratively. The result is a synergistic organization that is able to tackle complex institutional problems that could not be addressed by any one program alone.

Carol Fulton and Barbara L. Licklider
Supporting Faculty Development in an Era of Change
A Paradigm shift is underway in higher education. Realizing the hoped-for gains of new student-centered approaches will require significantly different approaches to faculty development. This paper describes one such approach to faculty development and how it is currently being used to improve the learning and teaching experience in the College of Engineering at a land grant institution in the Midwest. Considerations for the widespread application of this approach are also offered.

Section II: Working with Faculty at Different Career Stages

Graham Gibbs
Developments in Initial Training and Certification of University Teachers in the UK: Implications for the US
Initial training of university teachers is developing in a different direction in the UK than in the US. It concentrates on tenure-track faculty rather than on TAs, on course design rather than on classroom practice, and is much more extensive. This paper contrasts UK and US faculty development practices and their implications. It describes two recent developments in the UK: the establishment of national certification of university teachers and the development of a national course for new faculty to help institutions meet the requirements of certification. The potential for similar mechanisms operating in the US is explored.

Kathleen S. Smith and Patricia L. Kalivoda
Academic Morphing: Teaching Assistant to Faculty Member
This paper discusses the process by which graduate teaching assistants (TAs), participating in a longitudinal study, used their graduate TA experience to successfully survive the transition from being a teaching assistant to becoming a faculty member. A theoretical framework is presented that describes how individual characteristics of the TAs worked together with disciplinary, institutional, and departmental forces to shape a set of professional values. These professional values helped to form strategies for success: one set used for securing the first faculty position and the other set used to balance professional roles during the first year as a faculty member. These strategies for success contributed to the socialization process of the TAs in the first year of their faculty positions. The results of this study may help institutions broaden opportunities for graduate student support.

Gail E. Goodyear and Douglas Allchin
Statements of Teaching Philosophy
Well-defined teaching philosophy is essential to creating and maintaining a campus culture supportive of teaching. Presented in this paper are reasons for statements of teaching philosophy as well as descriptions of how the statements are beneficial to students, faculty, and university administrations. Described are ways of creating a statement of teaching philosophy and dimensions that may be included in such statements. This article begins a discussion of roles, composition, and evaluation of statements of teaching philosophy.

Richard G. Tiberius, Ronald A. Smith and Zohar Waisman
Implications of the Nature of "Expertise" for Teaching and Faculty Development
Over the last two decades cognitive theorists have learned that the development of expertise goes beyond the accumulation of knowledge and skills: expertise includes the development of pattern recognition and learned procedures that enable practitioners to deal with problems effortlessly or intuitively. Even more recently, theorists are distinguishing experts from experienced non-experts by how they use the bonus time and energy gained from solving problems intuitively. Experts invest it in tackling problems that increase their expertise rather than reduce problems to previously learned routines. Some implications of these different views of expertise for teaching and faculty development are discussed.

Section III: Fostering Organizational Change and Development

Nancy Van Note Chism
The Role of Educational Developers in Institutional Change: From the Basement Office to the Front Office
Educational developers can play a crucial role in helping colleges and universities respond to change. Among the roles they can play are researcher, assessment resource, friendly critic, messenger, translator, and coach. To perform these roles, developers need certain characteristics and special knowledge bases as well as enabling conditions within their environment. The current state of higher education may be calling for a paradigm shift in educational development as well.

Sondra K. Patrick and James J. Fletcher
Faculty Developers as Change Agents: Transforming College and Universities into Learning Organizations
In the face of demands for institutional restructuring and competition from new internet-based degree programs, the authors argue that campus-based colleges and universities may continue to serve their students well by becoming effective learning organizations. They argue, further, that faculty developers are in the best position to help their institutions become learning organizations. After describing the features of learning organizations as articulated in the work of Peter Senge, the authors reinterpret Senge's theory to make specific application to academic settings. Concrete suggestions are provided for faculty developers to assist in transforming their institutions.

Mark A. Chesler
Planning Multicultural Organizational Audits in Higher Education
Colleges and universities are struggling with issues of diversity and multiculturalism-in classrooms, social interactions, staff relations, admissions and hiring processes, and overall campus climate. As part of organizational change efforts, many institutions are calling on faculty development offices to help plan, staff, and implement cultural audits or assessments. This article suggests tested procedures for designing and carrying out such audits, with examples of specific data-gathering techniques (and in some cases evidence) from various institutions. Cultural audits will be most successful, accurate, and useful when these procedures are considered carefully and built into the audit design at the beginning.

Joan K. Middendorf
A Case Study in Getting Faculty to Change
Academic support professionals have a lot to share with faculty, but it is our special challenge that faculty do not always welcome our help. We can achieve greater success and suffer less frustration by understanding some principles about the process of change. This article offers four principles of implementing change and illustrates their application to a project. If academic support professionals prepare to offset resistance, model a vision of success, involve key people, and match strategies to the stages faculty move through in accepting a change, we can enhance adoption of new approaches.

Brenda Smith
Adopting a Strategic Approach to Managing Change in Learning and Teaching
Universities are having to become more accountable for the quality of the student experience. This is taking place in a climate of expanding student numbers, a greater diversity of students, and reduced resources. How then do we motivate faculty, take on board new initiatives, reflect on current practice, and at the same time provide an organizational structure that is supportive and visionary? This article illustrates how a major externally funded project on peer observation led to a change in university culture and facilitated a major structural change to the organization that supports the ongoing development and enhancement of learning and teaching.

Section IV: Reexamining Approaches to Instruction and Instructional Development

Beverly Black
Using the SGID Method for a Variety of Purposes
The Small Group Instructional Diagnosis (SGID) process (Redmond & Clark, 1982) has been used for consultation purposes at the Center for Research on Learning and Teaching at the University of Michigan since 1990. Since then it has become a multi-purpose tool with far-reaching results. This article describes a variety of ways we have used this process: to provide feedback to individual faculty and teaching assistants on their teaching, to inform coordinators of large multi-sectioned courses on how the course is working as a whole, to inform coordinators of TA training on the effectiveness of their programs, to advocate for better classroom design, and to get feedback and inform changes in curriculum design.

Margie K. Kitano, Bernard J. Dodge, Patrick J. Harrison, and Rena B. Lewis
Faculty Development in Technology Applications to University Teaching: An Evaluation
Progress in integrating new technologies into higher education classrooms has been slow despite emerging evidence on benefits for students when technologies are applied in ways that support teaching and learning. This article describes a program used by a college of education to support faculty applications of technology in instruction and reports results of a formal evaluation following the first year of implementation. The program provided intensive training and follow-up support to a heterogeneous cohort of 14 faculty members and was designed to enhance their ability to integrate technology into their teaching, use a new "smart" classroom facility, and/or develop products for instruction. Evaluation data were collected from program participants, their students, and the general faculty as a comparison group. Purposes of the evaluation were to determine the extent and quality of participants' applications of technology in their courses, other effects on their professional development, and students' perceptions of impact. Results demonstrate the program's efficacy for increasing participants' integration of technology in instruction. Students reported that these instructors' applications of technology enhanced students' learning and confidence in using technology.

Terrie Nolinske
Minimizing Error When Developing Questionnaires
Questionnaires are used by faculty developers, administrators, faculty, and students in higher education to assess need, conduct research, and evaluate teaching or learning. While used often, questionnaires may be the most misused method of collecting information, due to the potential for sampling error and nonsampling error, which includes questionnaire design, sample selection, nonresponse, wording, social desirability, recall, format, order, and context effects. This article offers methods and strategies to minimize these errors during questionnaire development, discusses the importance of pilot-testing questionnaires, and underscores the importance of an ethical approach to the process. Examples relevant to higher education illustrate key points.

Elisa Carbone and James Greenberg
Teaching Large Classes: Unpacking the Problem and Responding Creatively
Teaching large classes well is a continuing challenge for many universities. This article looks at one university's systematic approach to the problem. It describes how faculty and administrators from all over campus were involved in a Continuous Quality Improvement (CQI) process, how the problems were clearly defined and recommendations made, and how the solutions that emerged also involved faculty from across the curriculum.

Keith Kelly and Roberta C. Teahen
An O.P.E.N. Approach to Learning
O.P.E.N. Learning, an open-entry, open-exit delivery system that is supported by a computerized instructional management system and an extensive learning team, is a fundamental restructuring of the approach to education. This article summarizes the rationale for eliminating the traditional calendar by framing and educational system around a performance-based approach.

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Reviewers: Carol A. Bailey, Eileen T. Bender, William E. Cashin, Nancy A. Diamond, Julie A. Furst-Bowe, Edmund J. Hansen, Madelyn M. Healy, Barbara B. Kaplan, Victoria M. Littlefield, Henryk R. Marcinkiewicz, Lisa A. Mets, Judith E. Miller, Karen M. Peters, William M. Timpson, Ben Ward, Gary Wheeler

Section I: Organizational Change in the Academy and POD

Edith A. Lewis
Diversity and Its Discontents: Rays of Light in the Faculty Development Movement for Faculty of Color
Two faculty development conferences held within a six-day period during October, 1998, yielded important experiences and
lessons for faculty and professionals interested in working with faculty of color. This paper, written from the standpoint of a
faculty member of color, outlines the strengths and challenges of working on these issues in higher education institutions.

Kay Herr Gillespie
The Challenge and Test of Our Values: An Essay of Collective Experience
Departing from a specific experience at the 1998 POD conference, the values of the organization—most specifically and
directly the "valuing of people"—were challenged and put to the test of whether or not we genuinely and sincerely strive to
actualize our values. This situation is generalizable to our daily professional and personal lives, and the essay invites readers’
reflection through an examination of our values in combination with the story. The challenge continues, and the test is not
finished.

Christine A. Stanley and Mathew L. Ouellett
On the Path: POD As A Multicultural Organization
Since 1993, the Professional and Organizational Development Network (POD) has made an increasingly stronger commitment
to becoming a multicultural organization. Poised at the entrance to a new century, it seems useful to examine the current
standing of this goal in the context of the overall growth and development of POD. In this article the authors take stock of the
organization's history related to multiculturalism, discuss POD's current organizational strengths and challenges related to
models of multicultural organizational development, and offer suggestions for further progress on the path to becoming a
multicultural organization.

Barbara L. Cambridge
The Scholarship of Teaching and Learning: A National Initiative
As part of the scholarship of teaching and learning, faculty members study the ways in which they teach and students learn in
their disciplines, and campuses foster this scholarship at the institutional level. A national initiative called the Carnegie Academy
for the Scholarship of Teaching and Learning constitutes three programs to engage and support individuals, campuses, and
disciplinary associations in this form of scholarly work. This article describes the Pew Scholars Fellowship Program, the
Campus Program, and the Work with Scholarly Societies and invites participation of campuses in this exciting initiative.

Mike Laycock
QILT: An Approach to Faculty Development and Institutional Self-Improvement
In a climate of increasing emphasis on quality assurance and extra-institutional quality scrutiny, the author argues that faculty
developers have a role in encouraging an enhancement-led culture. Faculty ownership of, and responsibility for, continuous
quality improvement can help to provide an engagement with teaching and learning issues and may help to overcome resistance
and mistrust. At the University of East London, UK, an enabling, whole-institutional framework called QILT (Quality
Improvement in Learning and Teaching), whereby faculty create and implement funded improvement plans, has helped to
generate this culture.

Joan K. Middendorf
Finding Key Faculty to Influence Change
To succeed in getting faculty to accept new teaching approaches, academic support professionals can benefit from the literature
on planned change. By understanding the different rates at which faculty accept change, we can also identify the faculty most
likely to lead their colleagues to accepting new approaches. Opinion Leaders can offer insight into faculty reactions to new
approaches; their involvement in project planning can influence acceptance. Innovators, when selected carefully, can
demonstrate and test new teaching approaches. Knowledge of when and how to involve these two kinds of faculty can reduce
frustration and enhance efforts to spread new ideas about teaching and learning.

Section II: Collaborations and Partnerships

Milton D. Cox and D. Lynn Sorenson
Student Collaboration in Faculty Development: Connecting Directly to the Learning Revolution
Although faculty developers have worked successfully with faculty to focus on ways to enhance learning and listen to student
voices, developers have rarely formed partnerships with students. This article reviews established practices involving students
directly in faculty development, such as student observer/consultant programs. It also describes the nature, dynamics, and
outcomes of some interesting new programs involving students in teaching development activities, thereby empowering students
to join developers as change agents of campus culture. Finally, the article raises issues for faculty developers to reflect on as
they consider establishing direct connections—partnerships—with students.

Randall E. Osborne, William F. Browne ,Susan J. Shapiro, and Walter F. Wagor
Transforming Introductory Psychology: Trading Ownership for Student Success
As colleges struggle to maintain enrollments, many have shifted from a primary focus on recruitment of new students to an
increased focus on retaining students once they begin attending the college or university. An examination of introductory courses
on our campus, however, revealed significant differences between faculty perceptions of student skills and the actual skills
students brought into the classroom. This prompted shifts in the manner in which we teach introductory psychology on our
campus in order to enhance the skills necessary for success in survey courses and to provide a foundation of learning and
thinking skills that would translate to other courses. These changes have resulted in enhanced consistency between sections of
the course, increased cooperation between faculty teaching the course, and enhanced performance on the success measures we
outlined for this project. This systematic transformation of the course and immediate and long-term outcome data are fully
explored in this paper.

Mei-Yau Shih and Mary Deane Sorcinelli
TEACHnology: Linking Teaching and Technology In Faculty Development
As a coordinator of teaching technologies and director of a center for teaching in a large research university, we have worked
collaboratively over the last year to achieve a common goal: to implement and refine several faculty development initiatives that
create linkages among the domains of teaching, learning, and technology. In this case study, we will describe the kinds of
programs we've developed and summarize lessons we've learned. We hope that faculty developers on other campuses who are
grappling with how to define their mission related to technology and how to work with faculty to integrate teaching and
technology can adapt some of what has worked well for us.

Philip G. Cottell Jr., Serena Hansen and Kate Ronald
From Transparency toward Expertise: Writing-Across-the-Curriculum as a Site for New Collaborations In
Organizational, Faculty, and Instructional Development

This paper will inform readers about a comprehensive approach to collaborative efforts between faculty developers, discipline
specific faculty, and writing specialists. Miami University's Richard T. Farmer School of Business Administration has begun to
support a team of writing specialists, led by a faculty developer. This team has worked with business faculty to build a model of
collaboration for using Writing-Across-the-Curriculum that addresses some of the shortcomings of earlier models. This paper
recounts the successful use of this new model in one accounting class.

Myra S. Wilhite, Joyce Povlacs Lunde and Gail F. Latta
Faculty Teaching Partners and Associates: Engaging Faculty as Leaders in Instructional Development
Special interest discussion groups provide opportunities for faculty to address specific instructional issues in a variety of areas
including technology, distance learning, general teaching topics, pre-tenure issues, honors teaching, and the like. In 1995, to
leverage the Teaching and Learning Center’s resources, outstanding classroom teachers were invited to provide leadership for
discussion groups by serving as Partners or Associates. This paper describes how an inexpensive faculty discussion-group
leadership program maximizes a teaching improvement center’s resources, makes innovative teaching visible, and provides peer
models for other faculty while helping promote an overall institutional culture that actively supports teaching excellence.

Roseanna G. Ross,Anthony Schwaller and Jenine Helmin
Creating a Culture of Formative Assessment: The Teaching Excellence and Assessment Partnership Project
In a year-long, grant-supported collaborative effort, St. Cloud State University’s Assessment Office and Faculty Center for
Teaching Excellence created a Classroom Assessment Techniques (CATs) faculty development project. This project was
targeted at departments across campus at St. Cloud State University, with the intent of creating a university climate of formative
assessment while improving teaching and learning. This article describes the purposes, stages of implementation, and results of
the project as measured by a pre-test and post-test survey. The pre- and post-test surveys indicate that the project was highly
effective in impacting the use of CATs among participants and their departmental colleagues.

Section III: Examining Assumptions About Teaching and Faculty Development

Carolin Kreber and Patricia Cranton
Fragmentation Versus Integration of Faculty Work
Present faculty development practice encourages new faculty to integrate teaching, research, and other aspects of academic
work early in their careers. By drawing on both the cognitive and the developmental psychology literature, we propose
integration as an advanced stage of adult development that comes about as a result of extensive experience and expertise. We
argue that faculty should be advised to focus on either research or teaching at different times during their early years and that
integration of professorial roles should only be expected at a later stage. We discuss the implications of such an approach for
faculty development.

Stephen Brookfield and Stephen Preskill
Getting Lecturers to Take Discussion Seriously
In this paper we examine how faculty resistant to experimenting with discussion methods can be encouraged to take them
seriously. We begin by acknowledging and addressing publicly the objections to using discussion most frequently raised by
skeptical faculty. We then turn to proposing what we believe are the most common reasons why attempts to use discussion
sometimes fail: that teachers have unrealistic expectations of the method, that students are unprepared, that reward systems in
the classroom are askew, and that teachers have not modeled their own participation in, and commitment to, discussion
methods. For each of these reasons we suggest a number of responses and strategies.

Martha L. A. Stassen
"It’s Hard Work!": Faculty Development in a Program for First-Year Students
Academic programs designed specifically for first-year students provide an important opportunity for faculty growth. This
article contributes to the limited literature on this topic through a qualitative analysis of interviews with faculty members who
taught in an experimental living-learning community for first-year students at a Research One Public University. The analysis
suggests at least four dimensions of faculty growth as a result of their involvement in first-year programs. In addition to outlining
the types of impact this experience has on the faculty involved, the article suggests the implications of these findings for faculty
development.

Virginia S. Lee
The Influence of Disciplinary Differences on Consultations with Faculty
In recent years researchers have begun to investigate the nature of disciplinary differences in higher education and their
implications for teaching and learning. While researchers have studied several aspects of disciplinary differences, they have
given comparatively little attention to the significance of these differences for faculty development. After reviewing selective,
representative studies from the literature on disciplinary differences, this paper develops a general framework for determining
how the characteristics of a discipline influence the dynamics of the consulting relationship using the example of the hard
sciences. It explores what kinds of discipline-specific knowledge will be important for consultants and under what
circumstances and the implications for effective consulting strategies. The paper concludes with recommendations for future
research in this area.

Delivee L. Wright
Faculty Development Centers in Research Universities: A Study of Resources and Programs
The purpose of this study was to compile updated information on resources and programs of faculty/instructional development
centers in Carnegie classification Research I and Research II universities. It allows centers across the country to see where they
stand in regard to a number of specific aspects of center operation. Size of institution, mission, resources, budgets, and staffing
vary greatly, while activities and services have a greater degree of similarity. The data reveal a number of questions for further
study and discussion.

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