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Coming in from the margins : faculty…
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Coming in from the margins : faculty development's emerging… (edition 2011)

by Connie M. Schroeder

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Member:FacultyDevelopment
Title:Coming in from the margins : faculty development's emerging organizational development role in institutional change
Authors:Connie M. Schroeder
Info:Sterling, Va. : Stylus Pub., c2011.
Collections:Your library, Available
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Tags:faculty development, professional development, academic career, organizational development, leadership

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Coming in from the margins : faculty development's emerging organizational development role in institutional change by Connie M. Schroeder

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Centers for teaching and learning often have multiple roles. Generally, staff in these centers have a focus of faculty development. This may include offering workshops that expose faculty to active learning techniques, new ways of assessing student learning, theoretical underpinnings of learning theories, etc. Centers often provide consultation services like mid-term assessments, and individual consultations for issues that arise in the classroom. However, some centers are also on the forefront of institutional or organizational development working in areas like student retention, general education requirement reform, and supporting students and faculty, etc. In order to be "invited to the institutional table", a director must position the center and her/himself to receive the invitation. This book is divided into three sections to help faculty developers consider each of the roles that will be position a center at the heart of organizational reform.
  CTLLibrary | Mar 28, 2011 |
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Amazon.com Product Description (ISBN 157922363X, Paperback)

“An indispensable and timely addition to the field that takes a hard look at where we are right now, and provides a road map for the future.” —Mary Deane Sorcinelli, Associate Provost for Faculty Development, University of Massachusetts Amherst
Connie Schroeder and her colleagues offer us a new way of thinking about our field and its future for current and future faculty developers in the U.S. and internationally. I highly recommend this valuable and thought-provoking new resource for faculty developers and the senior academic administrators with whom they work.” —Deborah DeZure, Assistant Provost for Faculty and Organizational Development, Michigan State University

“This important volume locates a key player – the faculty development professional – in the distributed leadership needed for institutional change. Comprehensive, practical, inspirational, and timely – a must-have book for anyone in the profession.” —Adrianna Kezar, Associate Professor, Rossier School of Education, and Associate Director, of CHEPA, USC

Recognizing that a necessary and significant role change is underway in faculty development, this book calls for centers to merge their traditional responsibilities and services with a leadership role as organizational developers. Failing to define and outline the dimensions and expertise of this new role puts centers at risk of not only marginalization, but of dissolution.

Proposing a newly defined organizational development role for academic and faculty developers, and directors of teaching and learning centers, the authors describe how significant involvement in broader institutional change initiatives is becoming a critical aspect of this work.

Based on extensive research, this book constitutes a guide for faculty developers to re-examine the mission and structure of their centers, or to design new centers, and, most importantly, to develop their role as change agents.

(retrieved from Amazon Mon, 30 Sep 2013 14:26:15 -0400)

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