Preparing tomorrow's faculty members to respond to emerging challenges presented by the ever-changing realities of international higher education requires faculty professional development that mirrors high-impact practices advocated for tomorrow's students. Auburn University, through its Global Teaching Academy and International Perspectives on…

This chapter proposes the need to define the qualities of effective teaching in higher education and introduces a framework to assess teaching effectiveness (FATE) that can be adapted by other institutions for evaluating teaching, with the goal of promoting instructor development and growth.

This chapter describes a collective faculty effort to administer, proctor, score, and interpret student work that created an unexpected opportunity for deep discussions of teaching, learning, and assessment.

As faculty and faculty developers, we sometimes forget that the principles of learning and motivation that we apply to students also apply to us. This chapter illustrates how the MVP model can be used to create effective faculty development activities.

The Center for University Teaching, Learning, and Assessment facilitates an annual peer review of assessment to nurture a culture of assessment and develop faculty skill with assessment. Faculty representatives meet annually for a campus-wide discussion of assessment and student learning. Faculty engage in peer instruction on effective assessment…

This chapter presents the bottlenecks identified by seven faculty members from diverse disciplines and an inductive content analysis of their Decoding interviews. Representative quotations illustrate themes in the interviews and we consider the implications for both faculty development and pedagogical research.

In this chapter we describe the Decoding the Disciplines Faculty Learning Community at Mount Royal University and how Decoding has been used in new and multidisciplinary ways in the various teaching, curriculum, and research projects that are presented in detail in subsequent chapters.

This chapter considers faculty evaluation and motivational and volitional issues. The focus is on the ways in which faculty evaluation influences not only faculty attitudes and beliefs but also willingness to engage in professional development and instructional improvement programs. Recommendations for effective practice that enhances motivation…

During the past four decades, researchers have studied many of the factors contributing to higher education's efforts to provide opportunities of continued professional development for its most important asset: the college and university faculty. This article examines three research projects, detailing their methodology, highlighting selected…

This article suggests that institutional attitude toward faculty learning initiatives, which is determined by its belief constructs, influences how faculty learning initiatives will be interpreted and applied. A construct is the organizing framework where an institution demonstrates its belief and values regarding faculty learning initiatives.…

The advent of faculty development centers that focus on the improvement of teaching skills and better understanding of student learning concepts dates back to the 1960s. These centers were initiated from a realization that the effectiveness of a faculty member resulted from growth and maturity over time and that certain support systems were…

This article describes selected movements within higher education that communicate one essential point: Faculty must be prepared to lead their institutions through veritable seismic shifts of the very ground on which their institutions are built. To meet these academic and administrative challenges will require the faculty to engage in ongoing…

The concept of development is a value-loaded term. In whatever context it is used--child development or economic development, for example--the term "development" implies something more than simply change. It implies moving toward an approved goal, toward something that is valued. So to understand educational development there is a need to explore…

Faculty development has been evolving in focus and form over the past five decades. Originally organized around sabbatical leaves, faculty development now offers a wide array of programs and involves a growing body of highly professional, deeply dedicated professionals. As both faculty members and faculty developers with over fifty collective…

Students' relationships with authority and information are changing rapidly, and this presents a new set of interpersonal boundary challenges for faculty. The topic of setting boundaries often conjures up thoughts of how to protect oneself. The intent of this chapter is to explore how good rapport between teacher and student can be developed and…