By Kay J. Gillespie, Douglas L. Robertson, William H. Bergquist
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Additional resources for A Guide to Faculty Development (Jossey-Bass Higher and Adult Education) - 2nd edition
Drawn most frequently from the ranks of the tenure-track faculty, the individual directing this kind of effort often has a part-time appointment and no dedicated administrative staff or physical center. Less frequently the center is part of the portfolio of an associate dean or other administrator. This director may work with a faculty advisory committee in order to build support and stay in touch with the needs of the faculty. Working with an advisory committee also helps ensure the sustained success of faculty development beyond the tenure of the individual faculty member.
Sorcinelli, M. , & Austin, A. E. (2006). Developing faculty for new roles and changing expectations. Effective Practices for Academic Leaders, 1(11), 1–16. Sorcinelli, M. , Austin, A. , Eddy, P. , & Beach, A. L. (2006). Creating the future of faculty development: Learning from the past, understanding the present. Bolton, MA: Anker. Tiberius, R. G. (2001). A brief history of educational development: Implications for teachers and developers. In D. Lieberman & C. ), To improve the academy: Vol. 20.
Faculty learning communities bring a group of eight to ten faculty members from a variety of disciplines together around some focal point of concern for a semester or, more commonly, for a full year. There are two main types of FLCs: cohort and topic based. The cohort-based FLC addresses the needs of a group of faculty such as new, senior, or female faculty members; faculty members of color; or administrators such as department chairs. The topic-based FLC focuses on a special campus teaching and learning need such as team teaching, diversity, or departmental assessment of general education.