James E. Groccia

An annual publication of the Professional and OrganizationalDevelopment Network in Higher Education (POD), To Improve theAcademy offers a resource for improvement in higher educationto faculty and instructional development staff, department chairs,faculty, deans, student services staff, chief academic officers,and educational consultants. Contents include: Professional development for geographically dispersedfaculty Implementing a learning consortium for communication andchange Faculty engagement in program-level outcomes assessment What educational developers need to know aboutfaculty-artists Exploring the spiritual roots of midcareer faculty Raising funds from faculty for faculty development centers Mentoring in higher education Tough-love consulting in order to effect change Research on the impact of educational development Examining effective faculty practice Insights on millennial students Contemplative pedagogy of teaching and learning centers Faculty and student perspectives on course evaluationterminology Questions about student ratings Small-group individual diagnosis to improve onlineinstruction Supporting international faculty Complex ecologies of diversity, identity, teaching, andlearning Organizational strategies for fostering faculty racialinclusion The truth about students' capacity for multitasking Tweeting: the 2011 POD HBCUFDN Conference Twitterbackchannel Designing active learning with flexible technology

Resources for Faculty, Instructional, and Organizational Development

To Improve the Academy

Judith E. Miller

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. Contents include: Graduate student internships as a pathway to the profession of educational development Preparing faculty to develop hybrid courses Writing groups for work-life balance A faculty learning community approach to tenure and promotion Helping faculty integrate citizenship into the curriculum Students' perspectives on enhancing communication with faculty Effecting change in limited-control classroom environments A laboratory research group model for the scholarship of teaching and learning Institutional encouragement of the scholarship of teaching and learning Multiple definitions of critical thinking Faculty development and governance collaborating on curriculum revision Academic dishonesty among international students Serving veterans with disabilities Working with psychologically impaired faculty Leadership development for faculty of color Diffusing the impact of tokenism on faculty of color Difficult Dialogues for cross-cultural faculty development Faculty development beyond instructional development Fundraising by teaching centers Evaluation of teaching and learning centers Faculty development career disruptions Emergent shifts in the faculty development portfolio

William Buskist

Mohammed A. T. Alsudairi

Handbook of College and University Teaching: A Global Perspective presents international perspectives on critical issues impacting teaching and learning in diverse higher education environments, all with a unique global view. The need to understand learning and teaching from multiple cultural perspectives has become critically important in educating the next generation of college students. Education experts from around the world share their perspectives on college and university teaching, illuminating international differences and similarities. The chapters are organized around a model developed by James Groccia, which focuses on seven interrelated variables, including teacher, learner, learning process, learning context, course content, instructional processes, and learning outcomes. Using this logical model as the organizational structure of the book provides a guide for systemic thinking about what actions one should take, or suggest others take, when planning activities to improve teaching and learning, curriculum development, and assessment.

James E. Groccia

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