Title page -- Copyright page -- Contents -- From the Series Editor -- Editors' Notes -- 1: Setting the Stage for Teaching and Learning in American Higher Education: Making the Case for Faculty Development -- Introduction -- From "Chalk and Talk" to "Point and Click" -- From the Trivium to Career Preparation -- From In Loco Parentis to Living and Learning Communities -- From Ivy-Covered Walls to Corporate America -- Conclusion -- 2: Professional Development of the Faculty: Past and Present -- Introduction -- Past Research -- Comparison of Selected Research Findings -- Conclusion -- 3: Cocreating Value in Teaching and Learning Centers -- Introduction -- The Notion of Value and How It Can Be Cocreated -- Describing Cocreation of Value Applied to Faculty Development Work -- Creating a Value-Centered TLC -- Define the Overall Value and Reflect It in the Mission Statement. -- Reinforce CCV through a Collaborative Culture. -- Employ and Retain TLC Staff Based on the Ability to Collaborate. -- Operate as a Learning Organization. -- Employ Reflective Practice Tools That Enhance Dialogue. -- Actively Engage External Audiences through Shared Dialogue. -- Design and Implement Programs That Reflect CCV. -- Evaluate and Assess All CCV Practices. -- A Future Look at Cocreation of Value through TLCs -- Conclusion -- 4: Creating a Culture of Appreciation for Faculty Development -- Introduction -- From the Governing Board: A Board/Trustee's View for Fostering a Campus-wide Culture of Faculty Development -- Link Faculty Development to Broader Academic Issues and Concerns. -- Connect the Dots-Faculty Development and Learning Outcomes. -- Provide Trustees with More Learning/Professional Development Opportunities Regarding Faculty Development. -- Explicitly Monitor Institutional Performance Regarding Faculty Development.

From the President: A Chief Executive's View for Fostering a Campus-wide Culture of Faculty Development -- From the Chief Financial Officer: A Business Manager's View for Fostering a Campus-wide Culture of Faculty Development -- Conclusion -- 5: Innovative Ways of Assessing Faculty Development -- Introduction -- Theoretical Perspective on Assessment -- Why Is the Assessment Necessary? -- What Is the Scope of the Assessment? -- What Information Needs to Be Collected? -- Faculty Development Activities. -- Teachers. -- Students. -- Institutional Leaders. -- How Can the Desired Information Be Collected? -- Impact on Teaching Practices. -- Impact on Student Learning. -- An Alternative Assumption and Strategy -- What Is the Best Way to Present the Results? -- General Issues about the Overall Assessment Process -- Create Comparison Data. -- Construct Measurable Objectives. -- Consider the Multiple Meanings of Impact. -- Overall Characteristics of Good Program Assessment. -- Closing Comment -- 6: Virtual Space (E-Learning) Faculty Development -- Introduction -- Forming Your Constituent Group-Above All, Establish Trust -- Overcoming Challenges: Choose Trust, Persistence, and Openness as Your Guiding Principles -- Diversifying Assessment Methods: Model Best Practices of Online Learning through Diversifying Assessment Types -- Requiring (and Acting On) Feedback: If You Do Not Know Where You Have Been, How Do You Know Where You Are Going? -- The Holy Grail: Metrics-Is There a More Sound Method to Gauge the Program's Effectiveness? -- Conclusion -- 7: Clarifying the Differences between Training, Development, and Enrichment: The Role of Institutional Belief Constructs in Creating the Purpose of Faculty Learning Initiatives -- Introduction -- Belief Constructs -- Training. -- Development. -- Enrichment. -- Core Reflection -- Core Mission. -- Professional Identity.

Beliefs and Attitudes. -- Reflective Practice. -- Conclusion -- 8: The Future of Faculty Development: Where Are We Going? -- The Context for the Future of Faculty Development -- Fiscal Constraints and Calls for Accountability. -- Increasing Diversity of Students. -- The Opportunities and Challenges of Technology. -- The Demands for Interdisciplinarity. -- Changes in Faculty Characteristics and Shifts in Appointment Patterns. -- Implications of the Changing Environment for Faculty Development -- Managing Multiple Roles and New Responsibilities -- Supporting Student Learning. -- Integrating Technology into Teaching, Learning, and Research -- Leadership and Management. -- Implications for Structures and Processes of Faculty Development -- New Structures. -- A Varied Context. -- Institutional Type. -- Career Stages. -- Appointment Type. -- Changing Modes of Delivery. -- Implications for the Profession of Faculty Development -- Index.