1. Introduction: Teaching as an Important Mission of Higher Education 2. Institutionalizing Centers for Teaching and Learning 3. The Scholarship of Teaching and Learning and Faculty Learning Communities: Variations on a Theme 4. Collaborative and Interdisciplinary Faculty Learning 5. Diversity, Equity, and Inclusion: More Training and More Ambiguity 6. Shifts in Form, Content, and Communication: The Rise of Online, Hybrid, and HyFlex Learning 7. From Content Expert to Content Curator: Course Design and Universal Design for Learning 8. Stepping into the Fray: Faculty Development and the Assessment of Teaching 9. Faculty Developers and Faculty Development Now: At the Crossroads of Pedagogical Change
Melanie N. Burdick is Professor of English and Director of the Center of Teaching Excellence and Learning at Washburn University, USA.
Heidi L. Hallman is Professor of Curriculum and Teaching at the University of Kansas, USA.
"Every so often, higher education needs to pause to consider who
delivers courses, how we deliver them, and who is enrolling in them
so that we may better answer the larger questions of the purpose of
our work. For whom? For what purpose? What is our measure of
success? Burdick and Hallman dig deeply into the heart of teaching
and learning at higher education institutions. We should all pause,
consider, and reconsider."Shelbie Witte, Watson Endowed Chair in
Education and Professor, Oklahoma State University, USA"I have seen
no other book do what this book does so elegantly. Burdick and
Hallman have created a formula to interlace narrative with
foundational publications to tell the story of faculty development
through the experiences of faculty development leaders. Thanks to
the engaging narrative style, supported by evidence, this book
depicts the complex and changing field of faculty development."Todd
Zakrajsek, Associate Professor and Associate Director of Fellowship
Programs, Department of Family Medicine, University of North
Carolina at Chapel Hill, USA"This book would be a valuable tool for
any current or future faculty developer. It provides a clear
perspective on the various goals that a CTL could pursue and gives
narrative examples of staff developers from across the country
engaging in these pursuits. Burdick and Hallman provide insightful
discussions surrounding implementation of DEI, teacher evaluation,
and online education in higher education. Alongside these aims, the
authors bring to light common barriers of CTLs and how to
successfully navigate these obstacles."
Aria Hadley-Hulet, Journal of Faculty Development
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