http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
programs to support higher education faculty using little or no resources
"Faculty development is essential for promoting excellence in teaching and research, supporting institutional goals, and creating a culture of continuous learning that benefits both faculty members and students. However, educational institutions do not always allocate adequate resources towards supporting their faculty's professional development, especially from the institutional level. Underfunding this support can lead to the inability to attend conferences to keep up with the latest research and pedagogical practices in their fields, the inability to conduct meaningful research, and lack of access to modern technologies. This in turn can limit faculty growth and harm student learning outcomes. Ultimately, faculty who do not feel supported by their institutions can become disengaged or leave. This book attempts to address the needs of faculty from institutions where there may not be adequate resources to support robust faculty development activities. The chapters are written by faculty development experts in the US and Europe who understand the disparities between institutions and want to share programs that can be implemented for little or no cost. Each chapter provides objective, content, implementation, and evaluation details that can be used to replicate the program at other institutions. The hope is to begin to level the playing field in faculty development through sharing successful low resource programs with proven outcomes"--
Preface -- Section I: Teaching and learning -- Chapter 1. Facultea: Virtual micro-professional development for online part-time faculty / Michelle E. Bartlett -- Chapter 2. The sparkshop: Making faculty development timely and department-based / Teresa Focarile, Brittnee Earl, and Megan Frary -- Chapter 3. What your students want you to know: Collaborating with student services partners to improve equitable educational outcomes for all students / Jessica L. Tinklenberg and Jeremy L. Schnieder -- Chapter 4. Teaching field notes: A crowd-sourced approach to developing faculty development resources / Emily Boehm, Bob Henshaw, Doug James, and Erin Malloy -- Chapter 5. Faculty development meets game-based learning: The case of constructive alignment training / Natalia Timuş -- Chapter 6. Online faculty conversations: Bringing faculty together to discuss timely issues / Maria Gallardo-Williams -- Chapter 7. Faculty development on the road: Bringing targeted, consistent teaching strategies to established department meetings / Nancy V. Winfrey -- Chapter 8. The renaissance foundry: A self-guided instrument for holistic centered faculty development / Andrea Arce-Trigatti, Pedro E. Arce, and J. Robby Sanders -- Section II: Community building -- Chapter 9. Faculty reading circles for community building and interdisciplinary discussion / Diane D. Chapman -- Chapter 10. Designing and facilitating a successful faculty learning community / Barbara Jacoby -- Chapter 11. First year, first friday: A space for connection and comradery / Bethany Lisi and Wendy Varner -- Chapter 12. Establishing communities of practice to enhance the use of active learning approaches / Christina Magkoufopoulou -- Chapter 13. Building community with (virtual) informal meet-ups for instructors / Marissa Stewart, Hannah E. Jardine, and Aránzazu Ascunce -- Chapter 14. Expanding the reach of faculty learning communities (flcs) / Julie Schrock, Cece Toole, Whitney Manzo, and Cathie Ostrowski -- Section III: Awards and recognition -- Chapter 15. Using a certificate program to incentivize faculty development at a service academy / Robert W. Flaherty and Marc P. Napolitano -- Chapter 16. Improving faculty morale on a shoestring through a thank-a-professor program / Amanda M. Rosen -- Chapter 17. The teaching endorsement: Identifying, recognizing and elevating the development of scholarly teachers / Kay Halasek and Melinda Rhodes-DiSalvo -- Chapter 18. Using digital badging for motivation and engagement, personalization, recognition, and outcome improvement in faculty development / James E. Bartlett, II and Nick B. D'Antonio -- Section IV: Research and leadership -- Chapter 19. High value, low cost: Creating a new faculty leadership development program / Alicia Schatteman and Chad McEvoy -- Chapter 20. Creating an online academic integrity workshop by collaborating with campus partners ... for free! Kristina c. Wilson and tracy coyne -- Chapter 21. Career mapping for faculty and aspiring academic leaders / Katharine E. Stewart -- Section v: Mentoring and coaching -- Chapter 22. Investing in early career faculty success: Traversing career milestones with targeted faculty development / Vicki L. Baker and Andrew N. Christopher -- Chapter 23. Leveling up: Fostering teaching excellence at a private research university / Laura Kohn-Wood, Soyeon Ahn, Allan Gyorke, Ijeoma Adele, and Jeffrey L. Duerk -- Chapter 24. Faculty paying it forward: Building facilitated peer mentoring circles / Erin Malloy and Joanna Helene Foland -- Chapter 25. Promoting inter-institutional partnerships for faculty professional development opportunities / Carrol L. Warren and Michelle Bartlett -- Chapter 26. Helping faculty grow their instruction using course maps / Jessica White and Fernanda Santos. About the Authors.
Diane D. Chapman, Michelle E. Bartlett, editors.
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