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Higher education professionals have moved from teaching- to learning-centered models for designing and assessing courses and curricula.

Teaching large classes is a fact of life for professors at many institutions. In addition to pedagogy, instructors of these courses must also be concerned with legal, ethical, financial, technological, personnel, and management issues. Virtually all introductory courses are large ones, as are the popular intermediate courses at large institutions.

This practical book shows instructors how to communicate the organization of their course to students in a graphic syllabus (a one-page diagram or concept map of the topical organization) and an outcomes map (a one-page flowchart of the sequence of learning objectives and outcomes).

An annual publication of the Professional and Organizational Development Network in Higher Education (POD), To Improve the Academy offers a resource for improvement in higher education to faculty and instructional development staff, department chairs, faculty, deans, student services staff, chief academic officers, and educational consultants.

The new edition of this bestselling book builds on the author's extensive administrative and consulting experience as well as scholarship on faculty rewards. It includes additional discussion of important foundational issues as well as practical forms and ideas gleaned from disciplinary groups and campuses throughout the nation.

This book is a guide for the development and implementation of problem-based learning (PBL) in college-level courses.

The development of students is a fundamental purpose of higher education and requires for its success effective advising, teaching, leadership, and management. Professional and Organizational Development Network in Higher Education (POD) fosters human development in higher education through faculty, instructional, and organizational development.

Over recent decades, the evaluation of teaching has undergone dramatic change.

What is the appropriate role of technology in teaching and learning environments? In this collection of essays, technology is described as an enabler. The contributing authors explain and analyze the ways in which they have incorporated interactive technologies into their instructional practices and curriculum.

While the annals of educational psychology and scholarship of learning theory are vast, this book distills the most important material that the higher education faculty need, translating it into clear language, and rendering from it examples that can be readily applied in the college classroom.

Many resources on implementing general education are available, but few are written to help those faculty and administrators responsible for general education with its evaluation.

This guide to helping faculty prepare for professional review, whether an annual event or at a key moment in their career, will help make this often stressful and confusing experience less challenging and provide faculty a sense of mastery over the process.

The avalanche of day-to-day responsibilities facing those in community colleges threatens to bury ethical intent. This book addresses the importance of ethical leadership and explores real-world applications so that community college leaders can develop the institutional savvy to be extraordinary ethical leaders.

An essential companion for university faculty interested in conducting scholarly inquiry into their classroom teaching, this practical guide presents a formal model for making visible the careful, difficult, and intentional scholarly work entailed in exploring a teaching question.

The number of part-time faculty members is increasing steadily, to the point that most colleges and universities could not function efficiently without them.

Combining an overview of current research literature and 23 engaging narratives, Faculty of Color invites deeper dialogue on the experiences of faculty of color teaching in predominantly white institutions.

The development of students is a fundamental purpose of higher education and requires for its success effective advising, teaching, leadership, and management. This annual volume offers examples and resources for the enrichment of all educational developers.

In Putting Students First, the authors argue that colleges can and should invest in holistic student development by recognizing and building on the students search for purpose in life, intellectually, spiritually, and morally.

Large classes have become a fact of life in colleges and universities across America; even as academic funding has decreased, class enrollments have continued to rise.

Faculty are often motivated to change the activities and design of their courses for reasons not based on data. In Meaningful Course Revision, the author seeks instead to illustrate how the appropriate use of multiple, direct measures of student-learning outcomes can lead to enhanced course development and revision.

Academic administrators occupy a position that is highly complex and entails unrelenting demands such as managing heightened workloads, stretching ever-tightening budgets, and promoting collegiality among intensely driven individuals. At the same time, administrators are facing increased accountability for their job performances.

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.

A fatal flaw in accountability programs is the fragmented university that leaves academic departments-the units most responsible for institutional results-out of the performance loop.

Written by experts in teaching and administration, this guide offers practical, research-based information for faculty members and administrators in search of new approaches for assessing and improving faculty potential.

Since its original publication in 1997, this book has become a must-have resource for college faculty new and experienced, two-year and four-year, at institutions across the U.S. and Canada. Its learning-centered approach has proven highly successful.

Successful service-learning programs offer college students valuable hands-on learning experiences as they partner with their communities in cooperative service efforts.

With higher education's refocus over the last three decades on bringing greater recognition and reward to good teaching, the idea of peer review has gained popularity. One tool for documenting and reflecting on the quality of teaching and student learning is a course portfolio.

This book is an ideal resource for those making the transition from graduate student to new faculty member in engineering and science. Developed through years of use with new faculty, it tackles the two themes that will be constant in a young faculty member's career: teaching and research.

An annual publication of the Professional and Organizational Development (POD) Network in Higher Education, volume 18 of To Improve the Academy is a collection of articles that reflect upon the changing priorities within faculty development.

This innovative handbook provides a range of models for undergraduate student-assisted teaching partnerships to help faculty, faculty developers, and administrators make learning more student-centered, more effective, and more productive.