Böcker i JB - Anker-serien

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.

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.

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.

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.

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.

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. Professional and Organizational Development Network in Higher Education (POD) fosters human development in higher education through faculty, instructional, and organizational development.

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

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 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.

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.

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

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.

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.

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

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.

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 important book addresses the prevalence of faculty incivility, camouflaged aggression, and the rise of an academic bully culture in higher education. The authors show how to recognize a bully culture that may form as a result of institutional norms, organizational structure, academic culture, and systemic changes.

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).

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.

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.

In this stimulating collection of stories, ten academic leaders reflect from personal experience on leadership in place-an emergent mode of leadership that brings people together in order to effect organizational change.

Technology is continually changing the world. In higher education in particular, new technologies can be applied to great advantage by campus communities seeking to offer better services for students in more efficient ways.

This handbook provides a systematic, proven approach for developing a fair and consistent faculty evaluation system that can be adapted to the unique values, needs, missions, traditions, and overall culture of any institution.

This book records the story of how one professor at a research university used a form of active learning to change the way he taught-from traditional lecture and examinations to cooperative learning and student projects.

An annual publication of the Professional and Organizational Development (POD) Network in Higher Education, volume 23 of To Improve the Academy is a collection of articles that explore the emerging climate of change is providing a backdrop for the concerns and constituents of higher education.

A joint publication from the American Association for Higher Education's New Pathways Project and Anker Publishing Company, this book is the second in a series on review, renewal, and vitality of tenured faculty. Discussed here is how to report the results of post-tenure review responsibly, accurately, and effectively.

An annual publication of the Professional and Organizational Development (POD) Network in Higher Education, volume 22 of To Improve the Academy is a collection of articles that focus on the role of faculty, instructional, and organizational development in ensuring excellence in education.

This is a concise, easy-to-use guide for committee members involved in the review of faculty for tenure, post-tenure, promotion, or contract renewal. While the focus of these committees is somewhat different across institutions, the questions asked, the data collected, and the need for a high-quality, equitable process is consistent.