To Improve the Academy: A Journal of Educational Development (TIA) is the flagship peer-reviewed publication of the Professional and Organizational Development Network in Higher Education (POD Network). TIA, an open-access, electronic journal, is focused on faculty, graduate student and professional student, instructional, professional, and organizational development. TIA publishes two issues annually, with occasional special issues responsive to the profession and moment.

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2007

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Faculty Development in Student Learning Communities: Exploring the Vitality of Mid–Career Faculty Participants, Shari Ellertson and John H. Schuh

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Toward a Scholarship of Teaching and Learning in Educational Development, Peter Felten, Alan Kalish, Allison Pingree, and Kathryn M. Plank

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“Heritage Rocks”: Principles and Best Practices of Effective Intercultural Teaching and Learning, Peter Frederick and Mary James

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Living Engagement, bell hooks and Douglas Reimondo Robertson

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In the Eye of the Storm: Students' Perceptions of Helpful Faculty Actions Following a Collective Tragedy, Therese A. Huston and Michele DiPietro

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Preparing Future Faculty for Careers in Academic Librarianship: A Paradigm Shift for Collaboration in Higher Education, Sean Patrick Knowlton and Laura L. B. Border

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Surviving to Tenure, James M. Lang

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Teaching Business by Doing Business: An Interdisciplinary Faculty–Friendly Approach, Larry K. Michaelson and Mary McCord

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Structuring Complex Cooperative Learning Activities in 50–Minute Classes, Barbara J. Millis

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The ABCs of Fractal Thinking in Higher Education, Edward Nuhfer

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Making Meaning of a Life in Teaching: A Memoir–Writing Project for Seasoned Faculty, Kathleen F. O'Donovan and Steve R. Simmons

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Transforming a Teaching Culture Through Peer Mentoring: Connecticut College's Johnson Teaching Seminar for Incoming Faculty, Michael Reder and Eugene V. Gallagher

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Introduction, Volume 25 (2007), Douglas Reimondo Robertson

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Preface, Volume 25 (2007), Douglas Reimondo Robertson

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Sustaining the Undergraduate Seminar: On the Importance of Modeling and Giving Guidelines, Shelley Z. Reuter

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It All Started in the Sixties: Movements for Change Across the Decades—A Personal Journey, R. Eugene Rice

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Faculty Development Through Student Learning Initiatives: Lessons Learned, Nancy Simpson, Jean Layne, Adalet baris Gunersel, Blake Godkin, and Fred Froyd

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How Post–Tenure Review Can Support the Teaching Development of Senior Faculty, Mary Deane Sorcinelli, Mei-Yau Shih, Mathew L. Ouellett, and Marjory Stewart

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Moving From the Scholarship of Teaching and Learning to Educational Research: An Example From Engineering, Ruth A. Streveler, Maura Borrego, and Karl A. Smith

2006

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About the Authors, Volume 24 (2006)

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Bibliography, Volume 24 (2006)

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Practicing What We Preach: Transforming the TA Orientation, Patricia Armstrong, Peter Felten, Jeffrey Johnston, and Allison Pingree

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Monster at the Foot of the Bed: Surviving the Challenge of Marketplace Forces on Higher Education, Raoul A. Arreola

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Promoting Intellectual Community and Professional Growth for a Diverse Faculty, Dorothe J. Bach, Marva A. Barnett, José D. Fuentes, and Sherwood C. Frey

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The Advantages of a Reciprocal Relationship Between Faculty Development and Organizational Development in Higher Education, Leora Baron

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Introduction. Volume 24 (2006), Sandra Chadwick Blossey

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Preface, Volume 24 (2006), Sandra Chadwick Blossey

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Expeditionary Learning: A Low–Risk, Low–Cost, High–Impact Professional Development Model, Chris Carlson-Dakes and Alice Pawley

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Faculty Competency by Design: A Model for Institutional Transformation, Helen M. Clarke and Philip E. Bishop

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Not Making or Shaping: Finding Authenticity in Faculty Development, Patricia Cranton

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A Different Way to Approach the Future: Using Chaos Theory to Improve Planning, Marc Cutright

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Perceptions of Faculty Developers About the Present and Future of Faculty Development at Historically Black Colleges and Universities, Phyllis Worthy Dawkins, Andrea L. Beach, and Stephen L. Rozman

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An Adventure on POD's High Cs: Culture, Creativity, and Communication in the Academy: A Humanist Perspective, James Downey

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Learning Communities for First–Year Faculty: Transition, Acculturation, and Transformation, Harriet Fayne and Alice Ortquist-Ahrens

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Preparing Faculty for Pedagogical Change: Helping Faculty Deal With Fear, Linda C. Hodges

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Creating Engaged Departments: A Program for Organizational and Faculty Development, Kevin J. Kecskes, Sherril B. Gelmon, and Amy Spring

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The New Demand for Heterogeneity in College Teaching, George Keller

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A Theory–Based Integrative Model for Learning and Motivation in Higher Education, Chantal S. Levesque, G. Roger Sell, and James A. Zimmerman

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Helping Faculty Learn to Teach Better and “Smarter” Through Sequenced Activities, Barbara J. Millis

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Building it for Them: Faculty–Centered Program Development and eManagement, Bonnie B. Mullinix

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An Electronic Advice Column to Foster Teaching Culture Change, Donna M. Qualters, Thomas C. Sheahan, and Jacqueline A. Isaacs

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Tailoring Faculty Development Programs to Faculty Career Stages, Peter Seldin

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Exploring the Application of Best Practices to TA Awards: One University's Approach, Laurel Willingham-McLain and Deborah L. Pollack

2004

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About the Authors, Volume 23 (2004)

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Bibliography, Volume 22 (2004)

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Introduction, Volume 22 (2004)

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Introduction, Volume 23 (2004)

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Assessing the Academic and Professional Development Needs of Graduate Students, Laurie Bellows and Ellen Weissinger

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Documenting the Educational Innovations of Faculty: A Win–Win Situation for Faculty and the Faculty Development Center, Phyllis Blumberg

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Achieving a Campus Consensus on Learning–Centered Teaching: Process and Outcomes, Phyllis Blumberg and Everett Justin

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Evaluating the Return on Investment of Faculty Development, Timothy W. Bothell and Tom Henderson

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Looking at Ourselves: The Quality of Life of Faculty Development Professionals, Kathleen T. Brinko, Sally S. Atkins, and Marian E. Miller

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Preface, Volume 23 (2004), Sandra Chadwick-Blossey

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The Hue and Cry of Campus Climate: Faculty Strategies for Creating Equitable Work Environments, Christine M. Cress and Jennifer L. Hart

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The Institutional Change Agency: The Expanding Role of Academic Support Centers, Robert M. Diamond

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Leading Change: Creating a Culture of Assessment, Patricia M. Dwyer

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Foucault and the Practice of Educational Development: Power and Surveillance in Individual Consultations, Peter Felten, Diandra Little, and Allison Pingree

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Problem–Based Service–Learning: Rewards and Challenges With Undergraduates, Kenneth France

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The Roles of Teaching and Learning Centers, Alan C. Frantz, Steven A. Beebe, Virginia S. Horvath, JoAnn Canales, and David E. Swee

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Transforming the Environment for Learning: A Crisis of Quality, Lion F. Gardiner

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Faculty Development in Community Colleges: A Model for Part–Time Faculty, Mary Rose Grant

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A Systematic, Hands–On, Reflective, and Effective (SHORE) Approach to Faculty Development for New and Seasoned Faculty, Scott E. Hampton, Craig D. Morrow, Asleah Bechtel, and Marjorie H. Carroll

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Junior Faculty Participation in Curricular Change, Judi Hetrick

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Teaching Partners: Improving Teaching and Learning by Cultivating a Community of Practice, Richard A. Holmgren

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Exploring the Inner Landscape of Teaching: A Program for Faculty Renewal, Libby Falk Jones

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Approaching Faculty Development Support From the Grassroots: Establishment of an Innovative, Formal, Untenured Faculty Organization, Ellen N. Junn, Ellen Kottler, Jacqueline K. Coffman, Pamella H. Oliver, and Fred Ramirez

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Whispers and Sighs: The Unwritten Challenges of Service–Learning, Rona J. Karasik

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The Hesburgh Certificate and Portland State University's Faculty Development Approach to Supporting Service Learning and Community–University Partnerships, Kevin Kecskes, Amy Spring, and Devorah Lieberman

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Making Adjunct Faculty Part of the Academic Community, Karen R. Krupar

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A Transformative Model for Designing Professional Development Activities, David J. Langley, Terence W. O'Connor, and Michele M. Welkener

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The Scholarship of Teaching and Learning: Past Lessons, Current Challenges, and Future Visions, Kathleen McKinney

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A Versatile Interactive Focus Group Protocol for Qualitative Assessments, Barbara J. Millis

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Beyond Bean Counting: Making Faculty Development Needs Assessment More Meaningful, Pamela M. Milloy and Corly Brooke

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A Faculty Development Program to Promote Engaged Classroom Dialogue: The Oral Communication Institute, Kim M. Mooney, Traci Fordham, and Valerie D. Lehr

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Graduate Student Mentors: Meeting the Challenges of the Ongoing Development of Graduate Student Instructors, Chris O'Neal and Jennifer Karlin

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Fostering Diversity in a Faculty Development Organization, Mathew L. Ouellett and Christine A. Stanley

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Is the Thrill Gone? An Investigation of Faculty Vitality Within the Context of the Community College, Cathie J. Peterson

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A Vision Beyond Measurement: Creating an Integrated Data System for Teaching Centers, Kathryn M. Plank, Alan Kalish, Stephanie V. Rohdieck, and Kathleen A. Harper

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Color–Coded Course Design: Educating and Engaging Faculty to Educate and Engage Students, Marlene M. Preston

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Evidence of the Transformational Dimensions of the Scholarship of Teaching and Learning: Faculty Development Through the Eyes of SoTL Scholars, Connie M. Schroeder

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From SGID and GIFT to BBQ: Streamlining Midterm Student Evaluations to Improve Teaching and Learning, Margaret K. Snooks, Sue E. Neeley, and Kathleen M. Williamson

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Triangulating Faculty Needs for the Assessment of Student Learning, D. Lynn Sorenson and Timothy W. Bothell

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Entertaining Strangers: Providing for the Development Needs of Part–Time Faculty, Patricia Hanrahan Valley

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Playing Well With Others: Academic Development as a Team Sport, Nancy Van Note Chism

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Promoting a Sound Process for Teaching Awards Programs: Appropriate Work for Faculty Development Centers, Nancy Van Note Chism

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Preface, Volume 22 (2004), Catherine M. Wehlberg

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Using Data to Enhance College Teaching: Course and Departmental Assessment Results as a Faculty Development Tool, Catherine M. Wehlburg

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Effective Peer Evaluation in Learning Teams, Debbie Williams, Doug Foster, Bo Green, Paul Lakey, and Raye Lakey

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An International Perspective on Assessing Group Projects, Deborah Willis and Barbara J. Millis

2003

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Bibliography, Volume 21 (2003)

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Are They Really Teachers? Problem–Based Learning and Information Professionals, Michael Anderson and Virginia Baldwin

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Transforming Instructional Development: Online Workshops for Faculty, Laurie Bellows and Joseph R. Danos

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Accommodating Students with Disabilities: Professional Development Needs of Faculty, Sheryl Burgstahler

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A Matrix for Reconsidering, Reassessing, and Shaping E–Learning Pedagogy and Curriculum, Laura Bush, Barry Maid, and Duane Roen

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Improving Teaching and Learning: Students' Perspectives, X. Mara Chen, Ellen M. Lawler, and Elichia A. Venso

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Proven Faculty Development Tools That Foster the Scholarship of Teaching in Faculty Learning Communities, Milton D. Cox

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Internationalizing American Higher Education: A Call to Thought and Action, Deborah DeZure

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The Day After: Faculty Behavior in Post–September 11, 2001, Classes, Michele DiPietro

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Establishing a Teaching Academy: Cultivation of Teaching at a Research University Campus, Patricia Kalivoda, Jodef Broder, and William K. Jackson

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Embracing a Philosophy of Lifelong Learning in Higher Education: Starting with Faculty Beliefs about Their Role as Educators, Carolin D. Kreber