AA Head - 070708

Volume 17

Volume 17 (1998) To Improve the Academy
Section I: Changing Roles for Faculty Developers
Divining the Future of Faculty Development: Five Hopeful Signs and One Caveat
Marilla D. Svinicki
Becoming a Multicultural Faculty Developer: Reflections from the Field
Diana Kardia
Holistic Faculty Development: Supporting Personal, Professional, and Organizational Well-Being
Glenda T. Hubbard, Sally S. Atkins, and Kathleen T. Brinko
Supporting Faculty Development in an Era of Change
Carol Fulton and Barbara L. Licklider
Section II: Working with Faculty at Different Career Stages
Developments in Initial Training and Certification of University Teachers in the UK: Implications for the US
Graham Gibbs
Academic Morphing: Teaching Assistant to Faculty Member
Kathleen S. Smith and Patricia L. Kalivoda
Statements of Teaching Philosophy
Gail E. Goodyear and Douglas Allchin
Implications of the Nature of “Expertise” for Teaching and Faculty Development
Richard G. Tiberius, Ronald A. Smith, and Zohar Waisman
Section III: Fostering Organizational Change and Development
The Role of Educational Developers in Institutional Change: From the Basement Office to the Front Office
Nancy Van Note Chism
Faculty Developers as Change Agents: Transforming Colleges and Universities into Learning Organizations
Sondra K. Patrick and James J. Fletcher
Planning Multicultural Organizational Audits in Higher Education
Mark A Chesler
A Case Study in Getting Faculty to Change
Joan K. Middendorf
Adopting a Strategic Approach to Managing Change in Learning and Teaching
Brenda Smith
Section IV: Reexamining Approaches to Instruction and Instructional Development
Using the SGID Method for a Variety of Purposes
Beverly Black
Faculty Development in Technology Applications to University Teaching: An Evaluation
Margie K. Kitano, Bernard J. Dodge, Patrick J. Harrison, and Rena B. Lewis
Minimizing Error When Developing Questionnaires
Terrie Nolinske
Teaching Large Classes: Unpacking the Problem and Responding Creatively
Elisa Carbone and James Greenberg
An O.P.E.N. Approach to Learning
Keith Kelly and Roberta C. Teahen