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To Improve the Academy, Volume 29 An annual publication of the Professional and Organizational Development Network in Higher Education (POD), To Improve the Academy offers a resource for improvement in higher education to faculty and instructional development staff, department chairs, faculty, deans, student services staff, chief academic officers, and educational consultants. Contents include: North American graduate student professional development programs Self-reflection through peer observation Support needs of university adjunct lecturers Supporting full-time non-tenure-track faculty Multimedia case stories of exemplary teaching for faculty development Social intelligence development of faculty Collaborative learning and the transformation of faculty identity A coaching-based framework for individual consultations A reflective framework for collaborative development Intersecting identities and the work of faculty development Using class time on the first day of class The effects of midcourse evaluation Peer review and evaluation for online course development Using data from syllabi review to inform faculty development Social capital and the campus community A professional development model cocreated by faculty and undergraduates Students supporting faculty development A teaching assistant consultant program An international study of the preparation of educational developers Distribution of teaching-learning development units in higher education The scholarship of faculty development International engagement as educational developers in the United States