Böcker i JB - Anker-serien

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.

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.

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 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.

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.

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 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.