To Improve the Academy Resources for Faculty,

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. A smart mix of big-picture themes, national developments, and examples of effective faculty development initiatives from a variety of schools, To Improve the Academy offers examples and resources for the enrichment of all educational developers. This annual volume incorporates all the latest need-to-know information for faculty developers and administrators.

Linda B. Nilson is founding director of the Offi ce of Teaching Effectiveness and Innovation at Clemson University. She is author of Teaching at Its Best: A Research - Based Resource for College Instructors, now in its second edition (2003; Jossey - Bass, 2007) and The Graphic Syllabus and the Outcomes Map: Communicating Your Course (Jossey - Bass, 2007). She is co - editor of Enhancing Learning with Laptops in the Classroom (with Barbara E. Weaver, Jossey - Bass, 2005), associate editor of Volumes 25 and 26 of To Improve the Academy (with Douglas R. Robertson, 2007, 2008), and editor of Volume 27 (with Judith E. Miller, Jossey - Bass, 2009). She is currently working on the third edition of Teaching at Its Best. In addition, Dr. Nilson has published many articles and book chapters and has presented conference sessions and faculty workshops both nationally and internationally on dozens of topics related to teaching effectiveness, assessment, scholarly productivity, and academic career matters. Before coming to Clemson, she directed teaching centers at Vanderbilt University and the University of California, Riverside, and was a sociology professor at UCLA. Dr. Nilson has held leadership positions in the Society for the Study of Social Problems, Toastmasters International, Mensa, and the Southern Regional Faculty and Instructional Development Consortium. She may contacted be at nilson@clemson.edu.

Judith E. Miller is executive director of assessment at the University of North Florida in Jacksonville. A former biology faculty member, her current teaching includes courses in college teaching for graduate students. In 1998 she received the Outstanding Undergraduate Science Teacher award from the Society for College Science Teachers; in 2002 she was named the Massachusetts CASE Professor of the Year by the Carnegie Foundation for the Advancement of Teaching; and in 2004 she won the Worcester Polytechnic Institute Trustees' Award for Outstanding Teaching. Dr. Miller is co - editor (with Jim Groccia and Marilyn Miller) of and (with Jim Groccia) of On Becoming a Productive University: Strategies for Reducing Costs and Increasing Quality (2005). She has published and presented extensively on active and cooperative learning, learning outcomes assessment, team teaching, and educational productivity.
She may be contacted at jmiller@unf.edu .

About the Authors	p. xiii
Preface	p. xxv
Acknowledgments	p. xxxi
Ethical Guidelines for Educational Developers	p. xxxiii
Improving Our Performance
Developing Competency Models of Faculty Developers: Using World Café to Foster Dialogue	p. 3
A Conceptual Framework for the Center: Going Beyond Setting Priorities	p. 25
A Conceptual Framework for Higher Education Faculty Mentoring	p. 37
Strategic Committee Involvement: A Guide for Faculty Developers	p. 63
A Model for Putting a Teaching Center in Context: An Informal Comparison of Teaching Centers at Larger State Universities	p. 82
The Value of the Narrative Teaching Observation to Document Teaching Behaviors	p. 98
Understanding Faculty
Promoting Dialogue and Action on Meta-Professional Skills, Roles, and Responsibilities	p. 115
MacGyvers, Medeas, and Bionic Women: Patterns of Instructor Response to Negative Feedback	p. 139
Conversations About Assessment and Learning: Educational Development Scholarship That Makes a Difference	p. 157
Understanding Students and Their Learning
Dysfunctional Illusions of Rigor: Lessons from the Scholarship of Teaching and Learning	p. 177
Class Size: Is Less More for Significant Learning?	p. 193
Weaving Promising Practices for Inclusive Excellence into the Higher Education Classroom	p. 208
Communication Climate, Comfort, and Cold Calling: An Analysis of Discussion-Based Courses at Multiple Universities	p. 227
Theoretical Frameworks for Academic Dishonesty: A Comparative Review	p. 250
Enhancing Our Programming
Engaging Faculty in Conversations About Teaching Through a Research Proposal Workshop	p. 265
Developing and Renewing Department Chair Leadership: The Role of a Teaching Center in Administrative Training	p. 278
R_x for Academic Medicine: Building a Comprehensive Faculty Development Program	p. 292
The Case for Excellence in Diversity: Lessons from an Assessment of an Early Career Faculty Program	p. 310
Access to Success: A New Mentoring Model for Women in Academia	p. 327
Survivor Academe: Assessing Reflective Practice	p. 341
Transforming Teaching Cultures: Departmental Teaching Fellows as Agents of Change	p. 359
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To Improve the Academy Resources for Faculty, Instructional, and Organizational Development

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