| Description |
1 online resource (144 p.) |
| Contents |
Cover -- Half Title -- Title Page -- Copyright Page -- Table of Contents -- Foreword -- Preface -- Acknowledgments -- Chapter 1: Introduction: Teaching as an Important Mission of Higher Education -- Lineage of Learning and Faculty Development -- The Study: Context and Methods -- Overview of Chapters -- References -- Chapter 2: Institutionalizing Centers for Teaching and Learning -- Mission of CTLs Today -- Institutional Role of Faculty Developers -- CTLs as Charged with "Doing It All" -- A CTL with a New Mission -- Faculty Development, But All "Remote" -- The Place of the CTL in the Future |
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Note -- References -- Chapter 3: The Scholarship of Teaching and Learning and Faculty Learning Communities: Variations on a Theme -- The Scholarship of Teaching and Learning -- SoTL as the Foundation of CTLs -- Faculty Learning Communities -- Faculty Learning Communities' Long and Important History -- FLCs as Community Builders for Faculty -- The Age of Evidence and Its Effect on SoTL and FLCs -- References -- Chapter 4: Collaborative and Interdisciplinary Faculty Learning -- Moving in Projectification's Direction: Interdisciplinary Faculty Learning |
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Elise Anderson: Sustaining Interdisciplinary Faculty Learning -- Fostering Collaboration with Faculty -- Maria Continolo: Collaboration Across Multiple Campus Sites -- Community-Based Learning and Engagement: Another form of Interdisciplinary Learning -- Lever and Fulcrum -- Notes -- References -- Chapter 5: Diversity, Equity, and Inclusion: More Training and More Ambiguity -- Reviewing Postures and Politics in Diversity Training -- Race and Racism in Teaching and Learning -- Ambivalent White Identity in Faculty Development -- Everyone Is Diverse: But Does This Perspective Go Far Enough? |
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Apathy and Resistance -- Fighting Ambivalence and Apathy in Our Own Centers -- References -- Chapter 6: Shifts in Form, Content, and Communication: The Rise of Online, Hybrid, and HyFlex Learning -- Changes in Pedagogical Identity and Pedagogical Frameworks -- Pedagogical Identity -- Pedagogical Frameworks -- The Concept of Presence -- Faculty Developers' Work with Course Transition to the Online Space -- New Frontiers: Partnerships with For-Profit Entities for Online Program Development -- Entering a Time of Uncertainty: Emergency Remote Teaching and Learning and HyFlex Instruction |
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Faculty Developers' Work Facilitating Teaching in Various Formats -- References -- Chapter 7: From Content Expert to Content Curator: Course Design and Universal Design for Learning -- Moving Away from Content Expert and toward Course Designer -- Online Course Design: Teamwork and Piece Work -- Experiential and Active Learning -- A Move toward Active Learning -- Critical Pedagogy and Course Design -- Course Redesign with Faculty as Learners -- Universal Design for Learning -- Teaching has Many Dimensions, and Content Is Just One of Them -- Combining Course Design Curation with Akerlind's Inquiry |
| Notes |
Description based upon print version of record |
| Bibliography |
References |
| Form |
Electronic book
|
| Author |
Hallman, Heidi L
|
| ISBN |
9781000452280 |
|
100045228X |
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