Neal, E. (2013). Academic Writing: Individual & Collaborative Strategies for Success. Stillwater, OK: New Forums This edited work offers a variety of effective strategies for improving scholarly productivity or helping other faculty members develop theirs. The editor has selected fourteen of the very best articles on academic writing from The Journal of Faculty Development and The Journal of Graduate Teaching Assistant Development. These articles have all been peer-reviewed and the ideas they contain have been tested by faculty members at colleges and universities across the United States. O’Meara, K., & Rice, R.E. (2005). San Francisco, Faculty priorities reconsidered. CA: A Wiley Imprint. This book offers practical advice to academic leaders considering similar changes and responds to questions for the future about encouraging, supporting, assessing, and rewarding multiple forms of scholarship. The leading pioneers of the movement reflect on their own work with campuses nationwide and examine concrete issues involved in introducing new perspectives on the different forms of scholarship. Schroeder, C.M. (2011). Coming in from the margins: Faculty development’s Sterling, VA: emerging organizational development role in institutional change. Stylus Publishing. Recognizing that a necessary and significant role change is underway in faculty development, this book calls for centers to merge their traditional responsibilities and services with a leadership role as organizational developers. Failing to define and outline the dimensions and expertise of this new role puts centers at risk of not only marginalization, but of dissolution. Proposing a newly defined organizational development role for academic and faculty developers, and directors of teaching and learning centers, the authors describe how significant involvement in broader institutional change initiatives is becoming a critical aspect of this work. Weimer, M. (2006). Enhancing scholarly work on teaching & learning: Professional San Francisco, CA: Jossey-Bass, a Wiley Imprint. literature that makes a difference. In this book, the author provides an essential resource for anyone who is engaged in efforts to improve teaching in higher education. It includes an analysis of the practitioner literature on teaching and learning in two main categories—the wisdom of scholarship and research scholarship. The first category uses the lens of experience to analyze instructional issues, and the second category employs more objective frames to assess instructional issues.
Neal, E. (2013). Academic Writing: Individual & Collaborative Strategies for Success. Stillwater, OK: New Forums This edited work offers a variety of effective strategies for improving scholarly productivity or helping other faculty members develop theirs. The editor has selected fourteen of the very best articles on academic writing from The Journal of Faculty Development and The Journal of Graduate Teaching Assistant Development. These articles have all been peer-reviewed and the ideas they contain have been tested by faculty members at colleges and universities across the United States. O’Meara, K., & Rice, R.E. (2005). Faculty priorities reconsidered. San Francisco, CA: A Wiley Imprint. This book offers practical advice to academic leaders considering similar changes and responds to questions for the future about encouraging, supporting, assessing, and rewarding multiple forms of scholarship. The leading pioneers of the movement reflect on their own work with campuses nationwide and examine concrete issues involved in introducing new perspectives on the different forms of scholarship. Schroeder, C.M. (2011). Coming in from the margins: Faculty development’s emerging organizational development role in institutional change. Sterling, VA: Stylus Publishing. Recognizing that a necessary and significant role change is underway in faculty development, this book calls for centers to merge their traditional responsibilities and services with a leadership role as organizational developers. Failing to define and outline the dimensions and expertise of this new role puts centers at risk of not only marginalization, but of dissolution. Proposing a newly defined organizational development role for academic and faculty developers, and directors of teaching and learning centers, the authors describe how significant involvement in broader institutional change initiatives is becoming a critical aspect of this work. Weimer, M. (2006). Enhancing scholarly work on teaching & learning: Professional literature that makes a difference. San Francisco, CA: Jossey-Bass, a Wiley Imprint. In this book, the author provides an essential resource for anyone who is engaged in efforts to improve teaching in higher education. It includes an analysis of the practitioner literature on teaching and learning in two main categories—the wisdom of scholarship and research scholarship. The first category uses the lens of experience to analyze instructional issues, and the second category employs more objective frames to assess instructional issues.