Resources on Faculty Development:
Classic and Current Texts

The editors of this issue have assembled eight papers focusing on how to best employ faculty as a resource for institutional renewal during periods of budget cuts and program reductions. Chapters deal with issues such as why faculty development is so important, what information about faculty is needed to be successful in this development, and how faculty development can be accomplished in times of retrenchment and limited institutional growth.

This three volume series has become a classic in faculty development. The basis of the series is summarized by Bergquist and Phillips when they wrote in the last essay of Volume III that faculty development "...has little to do with the latest fad or gimmickry. 'Faculty Development' rightly seen is the proper development of the individual faculty member, and that is primarily a function of his integrity - professional, societal, personal." This assumption is the basis for the model of faculty development used by the authors. One of the strengths of this series is that the authors weave theory, alternative models of faculty development, and a variety of practical exercises and instruments into a whole fabric of faculty and institutional development. For example, in Volume II specific questionnaires and activities are provided for helping faculty to (a) assess their assumptions about faculty development, (b) examine their approaches to teaching, (c) improve course design, and to (d) stimulate teaching improvement. With little modification, most could be used in faculty development activities at any institution. Volume III focuses upon advances in instructional, personal, and organizational development and discusses future directions for faculty development. An index to all three volumes is provided. These volumes should be part of the faculty development library at any institution.

Based upon a review of published literature and findings from a survey completed by over 1,300 chief academic officers from four-year colleges and universities, this text examines ways administrators can promote a commitment to instructional effectiveness. Literally hundreds of practical "ideas for action" and "leadership opportunities" have been identified and organized into (a) Employment Policies and Practices, (b) Campus Environment and Culture, (c) Strategic Administrative Actions, (d) Instructional Enhancement Efforts, and (e) Instructional Development Activities. The author's 25-item survey instrument can be readily used to self-assess perceived level of institutional commitment (i.e., time, energy, and resources) devoted to each of these five areas and to help formulate plans for future activities.

Based upon the collaborative efforts of participants attending two conferences held between 1970-1971, visits to some seventy colleges and universities, and an informal national survey, Kenneth Eble prepared a compelling "discussion of the problems and possibilities of career development as they may appear in relation to individual needs and aspirations at various stages in a career and to characteristics and aims of colleges and universities." This text contains thought provoking chapters examining such issues as (a) problems in career development, (b) preparing college teachers, (c) the beginning college teacher, (d) mid-career, (e) later years, (f) the reward system, (g) special considerations, and (h) leadership. This easily read brief text provides excellent background material for recently formed professional development committees; it should be considered required reading for all academic administrators.

In this important volume, two internationally recognized faculty development authors and researchers critically examined over thirty faculty development programs funded by the Bush Foundation Faculty Development Project in Minnesota and the Dakotas. As part of the project, the authors reviewed the recent history of faculty development activities in the United States. In subsequent chapters, faculty development programs, classified by institutional type and size are briefly highlighted; more descriptive case studies of select projects follow. Of greatest interest to experienced faculty developers are the final three chapters ("Importance of Knowing the Faculty: An Analysis of Current Concerns and Attitudes," "Evaluating Faculty Development Programs: Do They Make A Difference?" and "Looking Ahead: Establishing Faculty Development Programs to Improve Undergraduate Education."). Included among the many significant findings of this study are (a) faculty development programs can be evaluated and can make a difference, (b) programs that were characterized by balanced faculty - administration planning were significantly more successful than those that were dominated by either group, (c) outside consultants were generally more successful than local talent, (d) follow-up activities to one-shot programs increased the likelihood of lasting impact, and (e) while faculty rate sabbaticals, summer research support, released time, and travel most helpful, curricular change workshops and other programs involving faculty members in working together to achieve common objectives may be more cost-effective in terms of their impact on student learning.

Gaff, S. S., Festa, C., and Gaff, J. G. (1978). Professional development: A guide to resources. USA: Change Magazine Press.

Published by Change Magazine, this is an outstanding companion piece to Faculty Development in a Time of Retrenchment. Topics explored in this monograph include (a) general resources, (b) faculty and teaching, (c) students and learning, (d) course development, (e) curriculum development, (f) advising, (g) faculty development, (h) faculty evaluation, (i) administrative development, and (j) institutional change. References highlighted in this booklet are of special value to those seeking a basic knowledge of the faculty development field.

This handbook "presents a comprehensive survey of those topics that are essential in planning, implementing, and evaluating a staff development program." Though this document is now over twenty years old, it still provides a practical and helpful overview for readers new to the field; despite the title of this monograph, the material's value is not limited to those employed at community colleges. For example, Chapter Three contrasts the relative advantages and disadvantages of four methods of conducting needs assessments. The bibliography "of significant items of interest to the staff development practitioner" is also especially useful.

Katz, J. and Henry, M. (1988). Turning professors into teachers: A new approach to faculty development and student learning. Macmillan Publishing Co., New York.

This excellent book reported two influential studies completed between 1978-1987. Fifteen colleges and universities participated in these studies which focused upon assessments of faculty and student approaches to teaching and learning. As the authors stated, this research was an attempt at "tying teaching to learning" by converting "faculty into investigators of how students learn." The authors based their approach on seven basic principles of learning which they believe provide a basis for "turning professors into teachers." (e.g., the transformation of student passivity into active learning; individualization; the recognition that learning is an intensely emotional experience). Through the use of a personality inventory, interviews with professors and selected students, and interviews with a colleague who observed classroom interactions, the authors were successfully able to engage professors in a careful examination of their teaching and consideration of instructional strategies that might better match the learning styles of their students. The book is provocative and the model of faculty development presented is both research-based and innovative.

This comprehensive review of over 600 books and articles provides "a critical evaluation of the most significant theory and research on these four essential topics." Of special relevance is Chapter Five which examines "Faculty and Staff Development: Goals, Trends and Approaches." After offering a historical review of the topic (i.e., what it comprises, how it has evolved, and how that evolution was influenced by or is reflected in the literature), extensive annotated bibliographic citations are provided.

Nelsen's thoughtful book is divided into four parts: (a) The Teacher-Scholar: Renewal of the Individual and the Ideal, (b) Approaches to Renewal of the Teacher-Scholar, (c) The Process of Renewal: Key Issues, and (d) Final Challenges. The book begins with a discussion of the decline of the teacher-scholar model at many colleges and calls for renewal of this useful model. The author then suggests several faculty development approaches to help rejuvenate faculty as teacher-scholars. The chapter on redefining scholarship in ways which enliven college teachers is illuminating and the chapter on the necessity of focusing on students in the development of faculty renewal programs reminds us of the necessity of deciding whether faculty are responsible for teaching students or teaching courses. Most of Part III examines how to implement faculty renewal programs and suggests that colleges need to place greater emphasis on renewal through group activities rather than traditional development activities designed for the individual faculty member. The final section of the book provides an annotated listing of faculty development programs and published resources for faculty development. Although written for those involved in faculty development at small colleges, many of the ideas presented are applicable at any college or university.

This report consists of 22 short essays about successful faculty development programs that have been grouped into four sections: (a) an introduction; (b) descriptions of successful programs for professional development, instructional development, curriculum change, organizational development, and a consortium for faculty development; (c) essays by professors about their experiences with faculty development programs; and (d) empirical data concerning faculty development programs and a statement of future needs for faculty development. This volume provides useful reading for individuals wishing to quickly review the types of programs that were successful in the late 1970's.

These fifteen chapters, written for all who are concerned with improving the conditions of faculty life, "provide a comprehensive guide to various strategies, programs, and supports that institutions can implement to enhance faculty members' professional and personal development." Especially relevant to readers of this bibliography are the chapters on "Building Comprehensive Programs to Enhance Faculty Development" by Daniel Wheeler and Jack Schuster and the "Guide to the Literature on Faculty Development" prepared by Carole Bland and Constance Schmitz.

Seldin, P., & Associates. (1990). How administrators can improve teaching: Moving from talk to action in higher education. San Francisco: Jossey-Bass.

As noted by Russ Edgerton in his Forward, "This book shows administrators how to provide the needed leadership to foster really effective teaching at their institutions." Especially helpful are the chapters entitled "Academic Environments and teaching Effectiveness (Peter Seldin)," "Organizational Impacts on Faculty Morale and Motivation to Teach (Eugene Rice and Ann Austin)," and "Why Good Teaching Needs Active Leadership (Madeline Greene)."

Seldin, P., & Associates. (1995). Improving college teaching. Bolton, MA: Anker Publishing.

The twenty chapters contained in this recent volume have been written by experienced faculty developers. Collectively, they explore (a) Key Influences on Teaching Quality, (b) Programs to Improve Teaching, (c) Strategies for Teaching Improvement, and (d) Approaches to Nontraditional Teaching. For those seeking a quick synthesis of the numerous practical ideas and research-based suggestions presented in this volume, Chapter 20 (pps. 249-265) summarizes of the five or six main points in each chapter.

The Professional and Organizational Development Network in Higher Education (POD) is a largely North American organization representing individuals working in the areas of faculty, instructional, and organizational development. This volume contains approximately 30 articles designed to provide fundamental information to newcomers in the field. Contributions have been organized into four sections: (a) Professional and Organizational Development: An Overview, (b) Tools for the Practitioner, (c) Working With Individuals, and (d) Working With People as Members of Groups. Contained within this volume are many excellent chapters describing exemplary programs and practices and offering a wide range of how-to-do-it-better advice.

This helpful text, written by a leading figure in the field, describes "how colleges and universities can provide faculty with the resources, support, and incentives that will promote teaching improvement. The ten chapters have been organized into three sections: (a) Removing Barriers to Teaching Improvement, (b) Key Elements of Successful Instructional Development, and (c) Institutional Options for Improving College Teaching (including a chapter on "Profiles of Teaching Improvement Programs)

Noting that "Faculty development is flourishing," the authors have prepared a valuable resource for all faculty, department chairpersons, deans, and faculty developers interested in teaching improvement. Written by an international group of faculty development professionals, this recent text contains 15 excellent articles exploring important aspects of faculty development theory, practice, and research. And, as summarized in the Forward by Wilbert McKeachie and Barbara Hofer, "The need is great; the book is timely; the content is thoughtful and helpful."

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Resources on Faculty Development:

Paulsen, M. B., & Feldman, K. E. (1995, No. 2). Taking teaching seriously: Meeting the challenge of instructional improvement.