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Table of Contents
Intro
Foreword: The Urgent Need for Different and Better Ways of Teaching
Introduction
The Need for Universal Faculty Development3
Good News #1: New and Better Ideas about Teaching Are Available
Good News #2: New Models of Faculty Development Are Available
Level 1: Little or no Faculty Development Activity
Level 2: A Substantial Minority of Institutions Have Faculty Development Activities, but Faculty Participation Is Voluntary
Level 3: Nearly Universal Availability of Programs, and Participation Is Mandated for New Teachers
Level 4: Continuous Faculty Development Is Expected of All Professors
Concluding Comments
Preface
Part I: Regional Academic Development Historical Perspectives
Part II: One Conceptual Model from the Field
Parts III to XI: Case Studies of Specific ADCs
Nine Major Themes
Part III: Mission Differences Lead to Structural Differences
Part IV: Differences in Theoretical Foundations
Part V: Differences in ADC Governance and Funding
Part VI: Student Focus and/or Student Involvement Is a Major Focus
Part VII: ADCs Based on Partnerships and Collaboration
Part VIII: Strategies for Building Community
Part IX: Certification Program Examples
Part X: ADC and Faculty Research About Teaching and Learning
Part XI: Examples of ADC Impact Research
Summary
References
Contents
Notes on Contributors
Abbreviations
List of Figures
List of Tables
Part I Regional Academic Development Historical Perspectives
Chapters in Part I
References
1: Australian Academic Professional Development Centers: 60 Years of Evolution
Introduction
The Origins of ADCs and Academic Developers in Australia
Factors Influencing the Directions and Roles of ADCs: 1962-1999
Research
National Initiatives and Influences
Discipline Reviews and Teaching and Learning Indicators
Institutional Audits
Learning and Teaching Funding
Changing Models and Roles of ADCs
The First Decade of the New Century (2000-2010)
National Initiatives and Influences
Australian Universities Quality Agency
National Funding Initiatives for University Teaching
Learning and Teaching Performance Fund
New Leadership and Management Roles in Teaching and Learning
Council of Australian Directors of Academic Development
Current Status: 2011 to the Present Day
Change in Approach to Quality Assurance
The Unintended Impact of National Grants, Fellowships, Awards, and Networks
Changes in Academic Career Profiles
Conclusion
References
2: Perspectives on Faculty Development in Latin American Universities: The Emergence of Academic Professional Development Centers
Introduction
New Approaches Toward Continuous Improvement and Accompaniment
The Latin American Landscape of Faculty Development
An Analysis of Latin American ADCs
Foreword: The Urgent Need for Different and Better Ways of Teaching
Introduction
The Need for Universal Faculty Development3
Good News #1: New and Better Ideas about Teaching Are Available
Good News #2: New Models of Faculty Development Are Available
Level 1: Little or no Faculty Development Activity
Level 2: A Substantial Minority of Institutions Have Faculty Development Activities, but Faculty Participation Is Voluntary
Level 3: Nearly Universal Availability of Programs, and Participation Is Mandated for New Teachers
Level 4: Continuous Faculty Development Is Expected of All Professors
Concluding Comments
Preface
Part I: Regional Academic Development Historical Perspectives
Part II: One Conceptual Model from the Field
Parts III to XI: Case Studies of Specific ADCs
Nine Major Themes
Part III: Mission Differences Lead to Structural Differences
Part IV: Differences in Theoretical Foundations
Part V: Differences in ADC Governance and Funding
Part VI: Student Focus and/or Student Involvement Is a Major Focus
Part VII: ADCs Based on Partnerships and Collaboration
Part VIII: Strategies for Building Community
Part IX: Certification Program Examples
Part X: ADC and Faculty Research About Teaching and Learning
Part XI: Examples of ADC Impact Research
Summary
References
Contents
Notes on Contributors
Abbreviations
List of Figures
List of Tables
Part I Regional Academic Development Historical Perspectives
Chapters in Part I
References
1: Australian Academic Professional Development Centers: 60 Years of Evolution
Introduction
The Origins of ADCs and Academic Developers in Australia
Factors Influencing the Directions and Roles of ADCs: 1962-1999
Research
National Initiatives and Influences
Discipline Reviews and Teaching and Learning Indicators
Institutional Audits
Learning and Teaching Funding
Changing Models and Roles of ADCs
The First Decade of the New Century (2000-2010)
National Initiatives and Influences
Australian Universities Quality Agency
National Funding Initiatives for University Teaching
Learning and Teaching Performance Fund
New Leadership and Management Roles in Teaching and Learning
Council of Australian Directors of Academic Development
Current Status: 2011 to the Present Day
Change in Approach to Quality Assurance
The Unintended Impact of National Grants, Fellowships, Awards, and Networks
Changes in Academic Career Profiles
Conclusion
References
2: Perspectives on Faculty Development in Latin American Universities: The Emergence of Academic Professional Development Centers
Introduction
New Approaches Toward Continuous Improvement and Accompaniment
The Latin American Landscape of Faculty Development
An Analysis of Latin American ADCs