1st Edition
At the Crossroads of Pedagogical Change in Higher Education Exploring the Work of Faculty Developers
This book explores pedagogical change and innovation in US colleges and universities, and how faculty are prepared to adapt to such changes.
Drawing from interviews with faculty developers at Centers for Teaching and Learning at research and teaching-focused institutions across the United States, this book explores how traditional forms of pedagogy are shifting toward student-centered and student-directed forms of learning. The book unpacks the historical development of changes in teaching, drawing from research in teaching within particular domains such as diversity, equity, and inclusion in higher education, community-based teaching and learning, online and hybrid teaching and learning, course design, interdisciplinary teaching and learning, assessment of teaching, and the scholarship of Teaching and Learning (SoTL).
This is an invaluable resource for faculty, graduate students, and scholars of Higher Education, and faculty developers looking to promote a culture of continual renewal and innovation at their institutions.
1. Introduction: Teaching as an Important Mission of Higher Education 2. Institutionalizing Centers for Teaching and Learning 3. The Scholarship of Teaching and Learning and Faculty Learning Communities: Variations on a Theme 4. Collaborative and Interdisciplinary Faculty Learning 5. Diversity, Equity, and Inclusion: More Training and More Ambiguity 6. Shifts in Form, Content, and Communication: The Rise of Online, Hybrid, and HyFlex Learning 7. From Content Expert to Content Curator: Course Design and Universal Design for Learning 8. Stepping into the Fray: Faculty Development and the Assessment of Teaching 9. Faculty Developers and Faculty Development Now: At the Crossroads of Pedagogical Change
Biography
Melanie N. Burdick is Professor of English and Director of the Center of Teaching Excellence and Learning at Washburn University, USA.
Heidi L. Hallman is Professor of Curriculum and Teaching at the University of Kansas, USA.
"Every so often, higher education needs to pause to consider who delivers courses, how we deliver them, and who is enrolling in them so that we may better answer the larger questions of the purpose of our work. For whom? For what purpose? What is our measure of success? Burdick and Hallman dig deeply into the heart of teaching and learning at higher education institutions. We should all pause, consider, and reconsider."
Shelbie Witte, Watson Endowed Chair in Education and Professor, Oklahoma State University, USA
"I have seen no other book do what this book does so elegantly. Burdick and Hallman have created a formula to interlace narrative with foundational publications to tell the story of faculty development through the experiences of faculty development leaders. Thanks to the engaging narrative style, supported by evidence, this book depicts the complex and changing field of faculty development."
Todd Zakrajsek, Associate Professor and Associate Director of Fellowship Programs, Department of Family Medicine, University of North Carolina at Chapel Hill, USA
"This book would be a valuable tool for any current or future faculty developer. It provides a clear perspective on the various goals that a CTL could pursue and gives narrative examples of staff developers from across the country engaging in these pursuits. Burdick and Hallman provide insightful discussions surrounding implementation of DEI, teacher evaluation, and online education in higher education. Alongside these aims, the authors bring to light common barriers of CTLs and how to successfully navigate these obstacles."
Aria Hadley-Hulet, Journal of Faculty Development
