Preface. Introduction.
Section I. Faculty Development and Its Role in Institutional and
National Crisis.
1. September 11, 2001, as a Teachable Moment (Edward
Zlotkowski).
2. The Day After: Faculty Behavior in Post-September 11, 2001,
Classes (Michaele DiPietro).
3. Internationalizing American Higher Education: A Call to Thought
and Action (Deborah deZure).
Section II: faculty Focus in faculty Development.
4. The Knowledge Survey: A Tool for All Reasons (Edward Nuhfer and
Delores Knipp).
5. Establishing a Teaching Academy: Cultivation of Teaching at a
researchUniversity campus (Patricia Kalivoda, Josef Broder, and
William K. Jackson).
6. Using Cooperative Games for Faculty development (BarbaraJ.
Millis).
7. Proven faculty Development Tools that Foster the Schlorship of
Teaching in Faculty Learning Commenities (Milton D. Cox).
8. Assessing and Reinvigorating a teaching Assistant Support
Program: The Intersections of Institutional, regional, and national
Needs for Preparing Future Faculty (Kathleen S. Smith).
9. Transforming Instructional Development: Online Workshops for
faculty (Laurie Bellows and Joseph R. Danos).
Section III: Student-Centered faculty development.
10. Accommodating Students with Disabilities: Professional
development Needs of faculty (Sheryl Burgstahler).
11. Integrity in Learner-Centered teaching (Douglas Robertson).
12. Something More: Moments of Meeting and the Teacher-Learner
Relationship (Richard G. Tiberius, John Teshima, and Alan R.
Kindler).
13. Undergraduate Students as Collaborators in Building Student
Learning Communities (Candyce Reynolds).
14. Improving Teaching and Learning: Students? Perspectives (X.
Mara Chen, Ellen M. Lawler, and Elichia A. Venso).
Section IV: Philosophical Issues in Faculty Development.
15. The Essential Role of Faculty Development in New Higher
Education Models (Devorah A. Lieberman and Alan E. Guskin).
16. Are They Really teachers? Problem-Based Learning and
Information Professionals (Michael Anderson and Virginia
Baldwin).
17. Embracing a Philosophy of Lifelong Learning in Higher
Education: Starting with faculty Beliefs about Their Role as
Educators (Caroline Kreber).
18. A Matrix for reconsidering, Reassessing, and Shaping E-Learning
Pedagogy and Curriculum (Laura Bush, Barry Maid, and Duane
Roen).
Bibliography.
CATHERINE M. WEHLBURG is Director, Center for teaching Excellence, Texas Christian University. SANDRA CHADWICK-BLOSSEY is Director, Christian A. Johnson Institute for Effective Teaching, Rollins College.
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