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To improve the academy. = resources ...

Chadwick-Blossey, Sandra.

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To improve the academy. = resources for faculty, instructional, and organizational development /. Vol. 21 :

Record Type:	Language materials, printed : Monograph/item
Title/Author:	To improve the academy./ Catherine M. Wehlburg, editor ; Sandra Chadwick-Blossey, associate editor.
Reminder of title:	resources for faculty, instructional, and organizational development /
other author:	Chadwick-Blossey, Sandra.
Published:	Bolton, Mass. :Anker Pub. Co., : c2002.,
Description:	xvi, 346 p. :ill. ;23 cm.
[NT 15003449]:	Section I: Faculty development and its role in institutional and national crisis. September 11, 2001, as a teachable moment -- The day after: faculty behavior in Post-September 11, 2001, classes -- Internationalizing American higher education: a call to thought and action.
[NT 15003449]:	Section II: The knowledge survey: a tool for all reasons - - Establishing a teaching academy: cultivation of teaching at a research university campus -- Using cooperative games for faculty development -- Proven faculty development tools that foster the scholarship of teaching in faculty learning communities -- Assessing and reinvigorating a teaching assistant support program: the intersections of institutional, regional, and national needs for preparing future faculty -- Transforming instructional development: online workshops for faculty.
[NT 15003449]:	Section III: Student-centered faculty development. Accommodating students with disabilities: professional development needs of faculty -- Integrity in learner- centered teaching -- Something more: moments and meetings and the teacher-learner relationship -- Undergraduate students as collaborators in building learning communities -- Improving teaching and learning: students' perspective.
[NT 15003449]:	Section IV. Philosophical issues in faculty development. The essential role of faculty development in new higher education models -- Are they really teachers? Problem- based learning and information professionals -- Embracing a philosophy of lifetime learning in higher education: starting with faculty beliefs about their role as educators -- A matrix for reconsidering, reassessing, and shaping e-learning pedagogy and curriculum.
Subject:	College teachers - United States. -
ISBN:	188298255X (pbk.) :

To improve the academy. = resources for faculty, instructional, and organizational development /. Vol. 21 :
To improve the academy.resources for faculty, instructional, and organizational development /Vol. 21 :Catherine M. Wehlburg, editor ; Sandra Chadwick-Blossey, associate editor. - Bolton, Mass. :Anker Pub. Co.,c2002. - xvi, 346 p. :ill. ;23 cm.

Includes bibliographical references (p. 319-346).

Section I: Faculty development and its role in institutional and national crisis. September 11, 2001, as a teachable moment -- The day after: faculty behavior in Post-September 11, 2001, classes -- Internationalizing American higher education: a call to thought and action.

ISBN: 188298255X (pbk.) :US37.95Subjects--Topical Terms:

540344
College teachers
--United States.

LC Class. No.: LB1778.2 / .T6 2003

To improve the academy. = resources for faculty, instructional, and organizational development /. Vol. 21 :
LDR:02316pam a2200205 a 45 001 701382
003 aOCoLC
005 20060330
008 060328s2003 maua b 000 0 eng
020 $a 188298255X (pbk.) : $c US37.95
035 $a TE94S0003
040 $a YDF $c YDF $d CIN
050 4 $a LB1778.2 $b .T6 2003
245 0 0 $a To improve the academy. $n Vol. 21 : $b resources for faculty, instructional, and organizational development / $c Catherine M. Wehlburg, editor ; Sandra Chadwick-Blossey, associate editor.
260 $a Bolton, Mass. : $c c2002. $b Anker Pub. Co.,
300 $a xvi, 346 p. : $b ill. ; $c 23 cm.
504 $a Includes bibliographical references (p. 319-346).
505 0 $a Section I: Faculty development and its role in institutional and national crisis. September 11, 2001, as a teachable moment -- The day after: faculty behavior in Post-September 11, 2001, classes -- Internationalizing American higher education: a call to thought and action.
505 0 $a Section II: The knowledge survey: a tool for all reasons - - Establishing a teaching academy: cultivation of teaching at a research university campus -- Using cooperative games for faculty development -- Proven faculty development tools that foster the scholarship of teaching in faculty learning communities -- Assessing and reinvigorating a teaching assistant support program: the intersections of institutional, regional, and national needs for preparing future faculty -- Transforming instructional development: online workshops for faculty.
505 0 $a Section III: Student-centered faculty development. Accommodating students with disabilities: professional development needs of faculty -- Integrity in learner- centered teaching -- Something more: moments and meetings and the teacher-learner relationship -- Undergraduate students as collaborators in building learning communities -- Improving teaching and learning: students' perspective.
505 0 $a Section IV. Philosophical issues in faculty development. The essential role of faculty development in new higher education models -- Are they really teachers? Problem- based learning and information professionals -- Embracing a philosophy of lifetime learning in higher education: starting with faculty beliefs about their role as educators -- A matrix for reconsidering, reassessing, and shaping e-learning pedagogy and curriculum.
650 $a College teachers $z United States. $3 540344
650 $a College teaching $z United States. $3 528486
650 $a Universities and colleges $z United States $x Faculty. $3 540345
700 $a Chadwick-Blossey, Sandra. $3 756613
700 $a Wehlburg, Catherine. $3 756614
710 $a Professional & Organizational Development Network in Higher Education. $3 756615