Office of Faculty Development

Faculty Development

general | teaching profession


Katz, Joseph, and Mildred Henry.

Turning Professors into Teachers: A New Approach to Faculty Development and Student Learning. The American Council on Education Series on Higher Education. Phoenix: Oryx, 1993. (173 pp.)
CSUH Library—LB2331 .K32 1988 CSUH—FCET Library

Two research projects involving fifteen institutions and conducted between 1978 and 1987 provided the raw data with which Katz and Henry have created a new model of faculty development that is designed to increase student learning. This volume presents the model (and the need for it), the methods by which they arrived at it (and samples of the data), and a challenge for professors to consider being the kinds of teachers (and not mere researcher-scholars) that students need. The model of faculty development and student learning espoused here is "inquiry-oriented" whereby faculty members adopt a learning attitude toward their own courses. They regular investigate the learning that is taking place in their classrooms by such means as a colleague regularly visiting the faculty member’s class and regularly interviewing several students about the class. Other learning inquiries can be made via tests and papers submitted by the students. Such means help the faculty member learn in an ongoing and more immediate way about the student learning that is happening in a particular course, allows the faculty member to make corrections to the teaching/learning process, and makes the whole enterprise more effective for both teacher and student.

Lewis, Karron G., ed.

Fact to Face: A Sourcebook of Individual Consultation Techniques for Faculty/Instructional Developers. Stillwater, Okla.: New Forums, 1988. (253 pp.)
CSUH—FCET Library (2 copies)

The claim of this volume is that one-on-one consultations are the best method for effecting lasting improvement in faculty teaching. The articles collected here represent a variety on consultation approaches including workshop connections, faculty visitors, discussion groups, objective observation systems, and videos. Career consulting and use of scholarly writing are also addressed.

Wadsworth, Emily C., ed.

Professional and Organizational Development in Higher Education: A Handbook for New Practitioners. Stillwater, Okla.: New Forums Press, 1988. (194 pp.)

This volume is a collection of short helpful articles and tools regarding all aspects of faculty development: from tips for establishing faculty development centers to a check list for planning successful workshops; from types of programs to sample newsletters; from suggestions for self-instructional materials, to materials about individual consultations, to a short course on teaching for university faculty members. The book is intentionally not copyrighted by the POD Network so as to encourage a widespread use of the volume’s materials.

Wheeler, Gary S., ed.

Teaching and Learning in College: A Resource for Educators. 4th ed. Elyria, Ohio: Info-Tec, 2002. (211 pp.)

This collection of articles updates the earlier edition and continues the ongoing discussion about teaching and learning. Six leading educators deal with these subjects: the role of community in learning, diversity and new roles for faculty developers, computing the value of teaching dialogues, teaching and learning in different academic settings, teaching and learning as a transactional process, and using assessment effectively.


Bajkai, Louis A., comp. and ed.

Teachers’ Guide to Overseas Teaching: A Complete and Comprehensive Guide of English-Language Schools and Colleges Overseas. 3d ed. San Diego: Friends of World Teaching, 1983. (192 pp.)

This now dated directory of English speaking schools and colleges around the world also contains contact information for agencies and foreign diplomatic offices with some concern for overseas teaching. The directory is intended for individuals like teachers and administrators looking for positions with an institution overseas.

Baldwin, Roger, et al.

(for the American Association for Higher Education). Expanding Faculty Options: Career Development Projects at Colleges and Universities. Washington, D.C.: American Association for Higher Education, 1981. (107 pp.)
CSUH Library—LB 2331.72 .A44 CSUH—FCET Library

A dated but helpful study of a variety of different models of career development programs for faculty and staff at a variety of different kinds of institutions. The kinds of programs discussed include career planning, respecialization/retraining, internships/exchanges, career transitions, and multidimensional services.

Boice, Robert.

Advice for New Faculty Members: Nihil Nimus. Boston: Allyn and Bacon, 2000. (319 pp.)

Boice, a twenty-year veteran of studying new faculty members, claims that most failings on the part of new faculty are due to "misunderstandings about effective ways of working and socializing," not from lack of subject matter expertise or desire (p. 1). Thus, he offers advice to help those new to the teaching profession. The book’s three sections provide a summary of his advice: 1) Moderate Work at Teaching (i.e., nihil nimus = "everything in moderation") , 2) Write in Mindful Ways, and 3) Socialize and Serve with Compassion. He provides a catalog of rules as a ten-point summary of his advice to new faculty (pp. 273-78), ten abstracts of important readings for new faculty (pp. 279-98), and a bibliography.

Cornesky, Robert.

The Quality Professor: Implementing TQM in the Classroom. Ed. Jennifer Lind et al. Madison, Wisc.: Magna, 1993. (209 pp.)

Adopting the Total Quality Management (TQM) approach from the business world, this volume views the teacher-student relationship as equivalent to vendor-customer, manager-worker, and artisan-product relationships, but not a boss-employee relationship. Rather than a boss-type manager, a teacher should be a "lead-manager" who engages students in dynamic discussion, communicates clear expectations, asks students to inspect their own work, and serves as facilitator and coach in the learning process. Since "TQM is a procedure in which everyone strives to continuously improve the path leading to success" (p. vii), Cornesky sees this approach to teacher-student communication as the solution to the difficulties of higher education. In TQM fashion, the book ends with a self-assessment exercise by which readers can calculate the quality indexes of their own classroom processes.

Gardner, M. Robert.

On Trying to Teach: The Mind in Correspondence. Hillsdale, N.J.: Analytic, 1994. (163 pp.)
CSUH Library—LB1025.3 .G37 1994 CSUH—FCET Library

A collection of essays on teaching gleaned from Gardner’s experience as a teacher—the dilemmas and challenges of teaching and a "sometimes useful" approach to facing those difficulties. The book is a journal-informed, witty attempt to recapture the spirit of teaching.

Greive, Donald.

A Handbook for Adjunct and Part-Time Faculty. Cleveland: Info-Tec, 1984. (88 pp.)

Adjunct faculty have been playing an important role in the teaching mission of universities and oftentimes with the complications of multiple and non-educational careers. Greive produced this short treatise to aid adjuncts in more quickly gaining the professional skills needed to survive well in the classroom. The five chapters address (in a somewhat dated and overly simplistic manner) the basics of the teaching profession (student types, characteristics, policies to investigate, etc.), planning (lesson plans and syllabi), teaching techniques and instructional aids (lecture, discussion, panels, chalkboards, overheads, videos, computers, etc.), adult students, and testing and grading.

Greive, Donald.

Teaching Strategies and Techniques for Adjunct Faculty. Cleveland: Info-Tec, 1986. (32 pp.)
CSUH—FCET Library (many copies)

This work offers a summary of Greive’s 1984 publication.

Leaming, Deryl R.

Academic Leadership: A Practical Guide to Chairing the Department. Bolton, Mass.: Anker, 1998. (320 pp.)

Truly a handbook for department chairs, this volume covers everything from the chair duties and responsibilities, to evaluating faculty members, handling budgetary and legal matters, recruiting students and faculty, providing leadership and morale, managing change and time, handling curriculum and technology, strategizing faculty development and fundraising, and more. Lists, charts, tables, and sample forms are provided as well as bibliographic resources and recommended workshops.

Schoenfeld, A. Clay, andRobert Magnan.

Mentor In A Manual—Climbing The Academic Ladder to Tenure. 2d ed. Madison, Wisc.: Atwood, 1994. (498 pp.)

Noting the indicators of access, participation, and faculty representation in higher education by Chicanos, this volume proposes that the social and cultural isolation of Chicanos in American schools has led to an educational crisis for them. The authors assert that educational attainment is the necessary route for Chicanos to have an integrative place in American culture.

Tucker, Allan.

Chairing the Academic Department: Leadership among Peers. 2d ed. New York: American Council on Education/Macmillan, 1984. (398 pp.)
CSUH Library—LB2341 .T78 CSUH—FCET Librarytion for Higher Education). Expanding Faculty Options: Career Development Projects at Colleges and Universities. Washington, D.C.: American Association for Higher Education, 1981. (107 pp.) CSUH Library—LB 2331.72 .A44 CSUH—FCET Library

A now dated encyclopedic handbook for department chairs, this volume covers everything from the chairperson’s roles, powers, and responsibilities to handling faculty grievances; from the types of departments to faculty development; from faculty recruiting to the budget cycle; from performance counseling to legal pitfalls; from leadership style to curriculum development. Chapters include questions and exercises and bibliographic references.

  • Print This Page
  • Bookmark and Share