By Kay J. Gillespie, Douglas L. Robertson, William H. Bergquist
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Extra resources for A Guide to Faculty Development (Jossey-Bass Higher and Adult Education) - 2nd edition
As the field of faculty (or educational) development has evolved, each of these three subfields has waxed and waned in importance: for a while early interest in instructional development receded as faculty development became more prominent, but recently organizational development has become more salient. The practices of centers and the kinds of programs they offer can vary p r og r a m t y p e s a n d pro to types 23 substantially, however, depending on the type of institution (that is, research, comprehensive, liberal arts, community college, or specialized) and the interests and experience levels of its director and personnel.
2003). New directions for adult and continuing education, no. 98. New perspectives on designing and implementing professional development of teachers of adults. San Francisco: Jossey-Bass. Kolb, D. (1984). Experiential learning: Experience as the source of learning and development. Upper Saddle River, NJ: Prentice-Hall. 18 a g u i de t o f a c u l t y d ev elo pment Lewis, K. G. (1996). A brief history and overview of faculty development in the United States. International Journal for Academic Development, 1(2), 26–33.
Bolton, MA: Anker. , & Austin, A. E. ). (2004). Pathways to the professoriate: Strategies for enriching the preparation of future faculty. San Francisco: Jossey-Bass. , & Sorcinelli, M. D. (2007). From mentors to mentoring networks: Mentoring in the new academy. Change, 39(6), 58–61. , & Sorcinelli, M. D. (2008). When mentoring is the medium: Lessons learned from a faculty development initiative. In L. B. Nilson & J. E. ), To improve the academy: Vol. 27. Resources for faculty, instructional, and organizational development (pp.
A Guide to Faculty Development (Jossey-Bass Higher and Adult Education) - 2nd edition by Kay J. Gillespie, Douglas L. Robertson, William H. Bergquist