About the Book
Assembled and written under the auspices of the Professional and Organizational Development (POD) Network in Higher Education, this book is a fundamental resource for faculty developers, as well as for faculty and administrators interested in promoting and sustaining faculty development within their institution. It is based on POD's classic volume. "A Handbook for New Practitioners", this new book offers up to date and relevant information on a range of faculty development topics, including: setting up a faculty development program by examining organizational options, program types, and ten principles of good practice in creating and sustaining teaching and learning centers; assessing teaching practices: the evaluation process, individual consultation, classroom observation, and small group instructional diagnosis; practical strategies to consider in promoting a faculty development program, staging successful workshops, producing newsletters, using technology, and creating a positive classroom climate; and, reaching specific audiences such as department chairs and poor teachers.
It also offers information on: using problem based learning; addressing diversity issues in the classroom, implementing multicultural faculty development activities, and including lesbian, gay, bisexual, and transgendered people; and how to establish a successful faculty development committee.
Table of Contents:
POD Mission Statement. Preface. Part I: Setting up a Faculty Development Program. Chapter 1. Faculty, Instructional, and Organizational Development Options and Choices (Robert M. Diamond). Chapter 2. Ten Principles of Good Practice in Creating and Sustaining Teaching and Learning Centers (Mary Deane Sorcinelli). Chapter 3. Program Types and Prototypes (Delivee L. Wright). Chapter 4. Establishing an Instructional Development Program: An Example (L. Dee Fink). Part II: Assessing Teaching Practices. Chapter 5. Improving the Evaluation of College Teaching (L. Dee Fink). Chapter 6. The Process of Individual Consultation (Karron G. Lewis). Chapter 7. Classroom Observation: The Observer as Collaborator (LuAnn Wilkerson and Karron G. Lewis). Chapter 8. Small Group Instructional Diagnosis: Tapping Student Perceptions of Teaching (Nancy A. Diamond). Chapter 9. If I Knew then What I Know Now: A First-Year Faculty Consultant's Top Ten List (Jill D. Jensen). Part III: Practical Strategies. Chapter 10. Promoting Your Professional Development Program (Susan A. Holton). Chapter 11. Staging Successful Workshops (Linda R. Hilsen and Emily C. (Rusty) Wadsworth). Chapter 12. Ideas for Campus Newsletters (Laura Border, Linc. Fisch, and Maryellen Weimer). Chapter 13. Factoring Out Fear: Making Technology into Child's Play with Fundamentals (LeAne H. Rutherford). Chapter 14. A Helpful Handout: Establishing and Maintaining a Positive Classroom Climate (Linda R. Hilsen). Part IV: Reaching Specific Audiences. Chapter 15. Increase Your Effectiveness in the Organization: Work with Department Chairs (Ann F. Lucas). Chapter 16. Reaching the Unreachable: Improving the Teaching of Poor Teachers (Ann F. Lucas). Chapter 17. Problem-Based Learning (Richard G. Tiberius). Part V. Addressing Diversity. Chapter 18. Conceptualizing, Designing, and Implementing Multicultural Faculty Development Activities (Christine A. Stanley). Chapter 19. Methods for Addressing Diversity in the Classroom (Lee Warren). Chapter 20. What We Value, We talk About: Including Lesbian, Gay, Bisexual, and Transgender People (Christine Imbra and Helen Rallis). Part VI: A Guide to Faculty Development Committees: Goals, Structures, and Practices. Chapter 21. The Basics of Faculty Development Committees (Joyce Povlacs Lunde and Madelyn Meier Healy). Chapter 22. Questions and Answers about Faculty Development Committees (Joyce Povlacs Lunde and Madelyn Meier Healy). Chapter 23. A Faculty Development Committee Checklist (Joyce Povlacs Lunde and Madelyn Meier Healy). Chapter 24. Resources for Faculty Development Committees (Joyce Povlacs Lunde and Madelyn Meier Healy). Bibliography. Index.
About the Author :
Kay Herr Gillespie is Professor Emerita at Colorado State University, Where she served as a tenured faculty member in the Department of Foreign Languages and Literatures and began working in faculty development in 1976. She served on the POD Core Committee and was president of the organization in 1998-1999. Currently she is working independently as a higher education consultant and editor.
Review :
If there is one American organization associated with the best practices in faculty development, it is the POD Network (POD stands for Professional and Organizational Development). It is entirely appropriate, then, that the volume under review has been assembled under the auspices of POD and that the editor and the contributors are all members of it. Editor Kay Herr Gillespie is a recent president. Thus a reader ought to expect that A Guide To Faculty Development will be a valuable resource, and it is. A list of some of the contents will show the diverse readerships which it serves. Administrators will learn valuable lessons from "Ten Principles of Good Practice in Creating and Sustaining Teaching and Learning Centers" and "Program Types and Prototypes," both part of the first section on "Setting Up a Faculty Development Program." Those who are likely to be put in charge of such a center will benefit the most, perhaps, from the whole of this book. They need to know not only these chapters but also the later, more practical guides written from long experience: "If I knew Then What I Know Now: A First-Year Faculty Consultant's Top Ten"; "Promoting Your Professional Development Program"; "Staging Successful Workshops"; "Ideas for Campus Newsletters"; and "Increase Your Effectiveness in the Organization: Work With Department Chairs" all have useful advice for the new "developer," as does "Reaching the Unreachable: Improving the Teaching of Poor Teachers," though this one fails to deliver the long-hoped-for secret of this most difficult task for the teaching center. There is a section on faculty development committees; there is a section on diversity; and there is a section on assessment. And, while the average faculty member is probably not going to read this book (even though any faculty member will profit from it), I recommend to any teacher the chapters on "Classroom Observation: The Observer as Collaborator" and "A Helpful Handout: Establishing and Maintaining a Positive Classroom Climate." Though every chapter has practical application, there are also checklists and handouts printed throughout. A two-page "Workshop Checklist"-including everything from "Identify major current issues on campus: to "Leave the facility in order" can help avert many embarrassing mistakes, and make workshops successful and meaningful. Linda Hilsen's "Establishing and Maintaining a Positive Classroom Climate" includes a six-page handout covering matters like instructor availability, how to signal to students that the class is over, feedback, eye contact, and much more. A copy of this handout would be a good addition to any new instructor goodie bag. The chapters on teaching diverse student populations, especially Christine Imbra and Helen Rallis's "What We Value, We Talk About: Including Lesbian, Gay, Bisexual, and Transgender People," have useful surveys, glossaries, and lists of reference. This book itself maintains a positive climate. The air throughout is of concern, willingness to share, and user-friendliness, much as it is at the annual POD conference, which (in my experience) is characterized by egalitarian interaction and determination to be helpful. A Guide to Faculty Development is POD between hard covers. It should be in every teaching center library, every college and university library, and probably the office of every academic dean. (UNC's Effective Teaching web site, January 2002)
